The relationship between verve and the academic achievement of African American and European American middle school students

Date

2006-04-12

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Publisher

Texas A&M University

Abstract

The purpose of this study was to examine if verve had any impact on the academic achievement of African American middle school students. The three guiding questions of this research were:

  1. Is there a significant difference in the verve levels between African American and European American students?
  2. Is there a significant difference in verve levels of African American male and African American female students in middle school?
  3. Is there a significant difference in the academic achievement of African American and European American students who possess high and low verve in the areas of reading and math? A 24-item questionnaire was administered to 211 middle school students to determine if any verve levels were present, and if so, to what degree did the verve levels impact academic performance? The findings were:
  4. The verve levels were different between the African American and the European American students. The African American students in this study possessed higher amounts of verve.
  5. The verve levels were different between the African American males and the African American females. The African American females in this study had higher amounts of verve than the African American males.
  6. There was no relationship between the higher verve levels among the African American and European American students and their academic achievement in reading and math.

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