Cultural perspectives on Indigenous and non-Indigenous Australian students' school motivation and engagement
Journal article
Mooney, Janet, Seaton, Marjorie, Kaur, Gurvinder, Marsh, Herb and Yeung, Alex. (2016). Cultural perspectives on Indigenous and non-Indigenous Australian students' school motivation and engagement. Contemporary Educational Psychology. https://doi.org/10.1016/j.cedpsych.2016.04.006
Authors | Mooney, Janet, Seaton, Marjorie, Kaur, Gurvinder, Marsh, Herb and Yeung, Alex |
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Abstract | The purpose of the paper was to investigate (a) similarities and differences in cultural perspectives, self-concept, and school motivation between Aboriginal and non-Aboriginal Australian students; and (b) the relative influences of self-concept, motivation, and cultural perspectives on academic engagement. Data were collected from Aboriginal and non-Aboriginal students in Years 3 to 6 from 52 primary schools in metropolitan Sydney (N = 1745). Students completed a questionnaire asking about three cultural perspective factors (Aboriginal perspective, cultural diversity, and cultural identity), school self-concept, two motivation factors (a mastery approach goal and a performance approach goal), and a behavioral outcome (academic engagement). Results indicated that Aboriginal students were higher in all three cultural perspectives, but did not differ much from non-Aboriginal students in school self-concept, motivation, and academic engagement. For both groups cultural diversity, cultural identity, school self-concept, and a mastery approach goal orientation were positive predictors of academic engagement. A performance approach goal orientation was not a significant predictor of engagement but higher SES and being female were positive predictors. The findings suggest that teachers should understand the importance of promoting a positive sense of culture in the classroom to better engage students. |
Keywords | Aboriginal; Cultural perspectives; School self-concept; Mastery goals; Performance goals |
Year | 2016 |
Journal | Contemporary Educational Psychology |
Digital Object Identifier (DOI) | https://doi.org/10.1016/j.cedpsych.2016.04.006 |
Scopus EID | 2-s2.0-84964877575 |
Research Group | Institute for Positive Psychology and Education |
Publisher's version | File Access Level Controlled |
https://acuresearchbank.acu.edu.au/item/8686y/cultural-perspectives-on-indigenous-and-non-indigenous-australian-students-school-motivation-and-engagement
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