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Self-concept a game changer for academic success for high-achieving Australian Indigenous and non-Indigenous students : Reciprocal effects between self-concept and achievement
Marsh, Herbert Warren Craven, Rhonda Gai Yeung, See Shing Mooney, Janet Franklin, Alicia Dillon, Anthony William Oswald Barclay, Lily vanWestenbrugge, Annalies Cunha Vasconcellos, Diego Itibere See, Sioau Mai
Marsh, Herbert Warren
Craven, Rhonda Gai
Yeung, See Shing
Mooney, Janet
Franklin, Alicia
Dillon, Anthony William Oswald
Barclay, Lily
vanWestenbrugge, Annalies
Cunha Vasconcellos, Diego Itibere
See, Sioau Mai
Abstract
Indigenous Australians are highly disadvantaged educationally and on all socioeconomic indicators, but graduating from university largely closes this gap. However, despite clear examples of Indigenous success, little research has focused on the drivers of success of high-achieving Indigenous students to emulate their success. Thus, the explicit purpose of our study is to identify psychological drivers of Indigenous academic success for high-achieving students and compare these to those of high-achieving nonIndigenous students. To accomplish this purpose, we test the reciprocal effects model (REM) of self-concept and achievement for high-achieving Indigenous students (N = 493) and matched nonIndigenous students (N = 586) in primary and secondary schools. Academic achievement and self-concept were reciprocally related over three annual time waves, supporting the REM for high-achieving Indigenous and nonIndigenous students. Furthermore, results were invariant over two within-person facets (time and content-domain—math vs. English) and two between-person facets (Indigenous vs. nonIndigenous, and primary vs. secondary students). The results have important policy/practice implications for the drivers of success for high-achieving Indigenous students, education of high-achieving students more generally, and self-concept theory and research.
Keywords
Indigenous Australian students, Academic self-concept, Academic achievement, Reciprocal effects model, High-ability students
Date
2023
Type
Journal article
Journal
Book
Volume
72
Issue
Page Range
1-16
Article Number
ACU Department
Institute for Positive Psychology and Education
Faculty of Education and Arts
Faculty of Health Sciences
School of Education
Faculty of Education and Arts
Faculty of Health Sciences
School of Education
Collections
Relation URI
Event URL
Open Access Status
License
All rights reserved
File Access
Controlled
Notes
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