The Relevance and Application of Goal Theory to Interpreting Indigenous Minority Group Motivation and Achievement in School Settings.

Autor/inn/en	McInerney, Dennis M.; und weitere
Titel	The Relevance and Application of Goal Theory to Interpreting Indigenous Minority Group Motivation and Achievement in School Settings.
Quelle	(1995), (38 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Academic Achievement; Cross Cultural Studies; Cultural Differences; Cultural Relevance; Educational Environment; Foreign Countries; Goal Orientation; Indigenous Populations; Minority Groups; Motivation; Navajo (Nation); Secondary Education; Secondary School Students; Self Efficacy; Student Attitudes; Test Construction; Test Reliability; Test Validity; Australia; Canada + Suchen Sie Ihr Suchwort? Schulleistung; Cultural comparison; Kulturvergleich; Kultureller Unterschied; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Ausland; Zielorientierung; Zielvorstellung; Sinti und Roma; Ethnische Minderheit; psychologische; Motivation (psychologisch); Sekundarbereich; Sekundarschüler; Self-efficacy; Selbstwirksamkeit; Schülerverhalten; Testaufbau; Testreliabilität; Testvalidität; Australien; Kanada
Abstract	The goal theory of achievement argues that the goals stressed by schools have dramatic consequences for whether children develop a sense of self-efficacy, or whether they avoid challenging tasks, giving up when faced with failure. It is commonly believed that the goals stressed by Western-oriented schools are inappropriate to indigenous minority group students and predisposes them to school failure. This paper reports on a continuing study with a range of cultural groups in which the aim is to demonstrate the cultural relevance and applicability of goal theory to explaining and interpreting motivation in school settings. In particular, the paper describes the use of the LISREL computer program to develop motivational scales representing achievement goals that have validity and reliability in cross-cultural settings and the use of these scales for describing and explaining academic attitudes and performance across five cultural groups of secondary school students. Subjects in two linked studies were: (1) 492 Australian aboriginal students; (2) 1,173 Anglo students; (3) 487 Australian students of migrant background; (4) 529 Navajo Indians; and (5) 198 Montagnais Betsiamite Indians from Canada. Preliminary results demonstrated the reliability and validity of the developed instrument, the Inventory of School Motivation. (Contains 8 tables and 57 references.) (Author/SLD)
Erfasst von	ERIC (Education Resources Information Center), Washington, DC