This study examined the effects of specific motivational dimensions and self-perceptions of a group of 47 urban black fourth and fifth grade students on attendance and academic achievement. Each student's responses to a measure of intrinsic and extrinsic motivation and a self-perception inventory were compared to each other and to his or her attendance record and scores on the vocabulary, reading, and mathematics subtests of the Iowa Tests of Basic Skills (ITBS). The following conclusions are discussed: (1) many students displayed a lack of intrinsic motivation, relying on teacher leadership in the classroom; (2) general feelings of self-worth were related to perceptions of their physical appearance and athletic ability and not to perceptions of their behavior or their scholastic competence; (3) those students who preferred challenge had more positive perceptions their scholastic ability but more negative perceptions concerning of their social acceptance; and (4) attendance and academic achievement were not correlated, but those students who had better perceptions of their scholastic competence had better attendance, whereas students who were more independent in their judgments were more likely to have poorer attendance. The findings suggest that schools could enhance the self-image of black elementary school students by using challenging obtainable goals and objectives, encouraging self-directed learning, encouraging self-evaluation, and by becoming more knowledgeable about black culture. Statistical data are included on 16 tables, four diagrams, and one graph. A list of 26 references is appended. (FMW)