Achievement Goal Theory and Indigenous Minority School Motivation: The Importance of a Multiple Goal Perspective.

Autor/inn/en	McInerney, Dennis M.; und weitere
Titel	Achievement Goal Theory and Indigenous Minority School Motivation: The Importance of a Multiple Goal Perspective.
Quelle	(1994), (17 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; American Indians; Cultural Differences; Dropouts; Foreign Countries; Goal Orientation; High School Students; Indigenous Populations; Junior High School Students; Minority Groups; Navajo (Nation); Parents; Secondary Education; Student Attitudes; Student Motivation; Australia + Suchen Sie Ihr Suchwort? Schulleistung; American Indian; Indianer; Kultureller Unterschied; Drop-out; Drop-outs; Dropout; Early leavers; Schulversagen; Ausland; Zielorientierung; Zielvorstellung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Sinti und Roma; Junior High Schools; Sekundarstufe I; Ethnische Minderheit; Eltern; Sekundarbereich; Schülerverhalten; Schulische Motivation; Australien
Abstract	Research at the classroom and school levels suggests that children from many indigenous cultural communities appear to be at a particular disadvantage with regard to academic achievement and school retention. This paper reports on a continuing study with Australian Aboriginal and Navajo Indian children investigating the relevance and applicability of goal theory to explaining indigenous motivation in school settings. In particular it examined task, ego, social solidarity, and extrinsic goal structures as a means of explaining and predicting minority motivation in school settings. Subjects, 496 Aboriginal students from grades 7 through 12 and 529 Navajo students from grades 9 through 12, completed an instrument developed for the study, the Inventory of School Motivation (ISM). Exploratory factor analyses of results offered considerable support for the Personal Investment Model of goal achievement proposed by M. L. Maehr (1984). The study also supported the predictive power of the ISM. For each group the combined set of culturally determined predictor scales (multiple goals) developed from the personal investment framework was found to be significantly related to expectations about continuing or leaving school and a range of demographic variables. (Contains 4 tables and 34 references.) (Author/SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC