An instructional program emphasizing African American history and culture was examined to determine the classroom experiences that were present as well as the program's impact on achievement motivation. Ethnic minority middle school students (N = 18) and their teacher participated. Data included a semi structured teacher interview and student measures of self-perceptions of competence and intrinsic motivation. Students displayed average levels of perceived competence and intrinsic motivation; however, these two constructs were weakly related. The teacher endorsed moderate levels of student autonomy and academic competition. Findings were discussed in relationship to cognitive evaluation theory and the motivation-enhancing elements of this program.
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