Relations among African-American High School Adolescents’ School Achievement, Educational Intentions, Commitment, Values, and Behaviors
Stephanie D. Wren, Cheryl Somers, Monte Piliawsky

Abstract
The purpose of this study was to examine the relations of academic achievement with adolescents’ personal value of education, educational intentions, and daily education-related behavior. In a sample of 126 urban, minority, male and female, ninth grade students from a midwestern area of USA statistically significant relationships were found between educational intentions and actual education related behavior, as well as between educational intentions and students’ personal value of education. Interpretations about directions for intervention are discussed. None of these behaviors were significantly related to academic achievement, however. Practical implications of the results of this study are discussed.

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