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Provides information on a study which examined the link between delinquency and school behaviors separately for White and African American males at risk for delinquency. Method and procedures; Results and discussion.

Suggests that rates of forgetting among fast and slow learners are equal if both are equated for amount of original learning on a memorization task. Recall of sample fourth and fifth graders for a poem; Relearning scores of fast learners; Studies on differences in spontaneous use of learning and memory monitoring.

Tests the hypothesis that student perceptions of school warmth contribute to the explanation of important student behaviors such as participation in class and academic achievement. Parameters of school warmth; Absence of a relationship between warmth and achievement; Participation in class as it relates to students' perception and achievement.

Investigates the antecedents of students' identification with school in the United States. Definition of the term `identification with school'; Information on students' attitude toward school in the 1990s; Listing of the components of identification with school.

Describes the development of a student rating scale that assesses the degree to which students identify with or disidentify from school and whether there are gender or racial group differences in identification. Higher degrees of identification with school exhibited by African Americans; Higher levels of identification in female students than in male students; Achievement motivation of African Americans.