The study in this article employed a multidimensional (behavioral, emotional, and cognitive) construct of school engagement to examine its relationship to school achievement in mathematics across the five major racial groups. The sample included 115 American Indians, 486 Asians, 1, 551 Blacks, 1, 682 Latinos, and 7, 554 Whites who participated in the Educational Longitudinal Study (2002-2004). Data were analyzed using a multiple regression analysis for each of the five racial groups. Behavioral and cognitive engagement accounted for much more of the variance in math achievement scores than did emotional engagement. Ways in which professional school counselors can promote these kinds of engagement are discussed.
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