This study explores the effects of teacher, family, and church support on the school-related attitudes, behaviors, and academic achievements of African American urban adolescents. To achieve this objective, 827 students in an urban school district in the Southeastern United States were surveyed. Interviews were conducted with a subset of the research population to enhance and aid in the interpretation of the questionnaire data. The analyses show that students' perceptions of teacher and parental academic support and church involvement indirectly influence achievement through their positive and significant influences on students' academic self-concepts and school behaviors. Implications for practice and further research are discussed.
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