Abstract
In this study we investigated whether African American students at historically Black colleges and universities (HBCUs) differ from African American students at predominantly White institutions (PWIs) in academic motivation and judgment, and whether type of academic institution (HBCU, PWI) moderates relationships between these differences and academic achievement. Results indicate that HBCU and PWI students differed in several characteristics, and that type of institution moderated relationships between two of the three characteristics examined and achievement. Theoretical implications in light of Peters and O'Connor's (1980) concept of situational constraints are discussed, as are practical considerations pertaining to student advising.
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