This study examines the self-reported average level of challenge of 793 students while in school and doing various school-related activities. Using multivariate regression models, the study examines whether Mexican American students report lower levels of challenge in school and during school-related activities as compared with students of other racial/ethnic groups. The findings suggest that in the general context of school, Mexican American students report the highest levels of challenge. In more specific contexts such as when in science class, Mexican American students report the lowest levels of challenge. Additional findings, implications for educators, and directions for future research are discussed.
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