High-Ability Aboriginal Australian Students' Reasoning about Source of Effort

Autor/inn/en	Tikoft, Catherine; Craven, Rhonda; Yeung, Alexander; Mooney, Janet
Titel	High-Ability Aboriginal Australian Students' Reasoning about Source of Effort
Quelle	In: Cambridge Journal of Education, 53 (2023) 3, S.375-396 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tikoft, Catherine) ORCID (Craven, Rhonda) ORCID (Yeung, Alexander) ORCID (Mooney, Janet)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-764X
DOI	10.1080/0305764X.2022.2161475
Schlagwörter	Foreign Countries; Academically Gifted; Indigenous Populations; Secondary School Students; Student Attitudes; Abstract Reasoning; Self Concept; Student Promotion; Student Motivation; Intention; Australia + Suchen Sie Ihr Suchwort? Ausland; Sinti und Roma; Sekundarschüler; Schülerverhalten; Abstraktes Denken; Denken; Selbstkonzept; Support of studies; Studienförderung; Schulische Motivation; Australien
Abstract	This study investigated how high-ability Australian Aboriginal adolescents reasoned about sources of effort in their transition to secondary schools. High-ability Year 7 Aboriginal adolescents (n = 4) participated in interviews on three occasions: Term 1 Year 6 (primary); Term 1 Year 7 (secondary); and Term 4 Year 7 (post-transition). Parents (n = 5) and staff (n = 20) were interviewed on one or two occasions. The longitudinal, mixed-methods design included: longitudinal analysis of multiple case studies; discourse analysis; frequency tables; and content analysis of key themes pertaining to the research questions. Results indicated that effort investment was associated with class-average ability. High-ability Aboriginal students found difficulty transitioning to secondary school when placed in classes where the average-ability levels were higher than theirs, forcing upward comparisons, adversely impacting their academic self-concept. Schools should consider targeting academic skills and self-concept simultaneously and encouraging cooperation to enable a successful transition. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01