A Comparison of Aboriginal and Non-Aboriginal Students on the Inter-Related Dimensions of Self-Concept, Strengths and Achievement

Autor/inn/en	Whitley, Jessica; Rawana, Edward; Brownlee, Keith
Titel	A Comparison of Aboriginal and Non-Aboriginal Students on the Inter-Related Dimensions of Self-Concept, Strengths and Achievement
Quelle	In: Brock Education: A Journal of Educational Research and Practice, 23 (2014) 2, S.24-46 (23 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1183-1189
Schlagwörter	Indigenous Populations; Statistical Analysis; Comparative Analysis; Self Concept; Student Characteristics; Minority Group Students; Canada Natives; Academic Achievement; Elementary School Students; Foreign Countries; Grade 4; Grade 6; Grade 5; Grade 7; Grade 8; Questionnaires; Grades (Scholastic); Report Cards; Scores; Regression (Statistics); Self Description Questionnaire + Suchen Sie Ihr Suchwort? Sinti und Roma; Statistische Analyse; Selbstkonzept; Schulleistung; Ausland; School year 04; 4. Schuljahr; Schuljahr 04; School year 06; 6. Schuljahr; Schuljahr 06; School year 05; 5. Schuljahr; Schuljahr 05; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; Fragebogen; Notenspiegel; Berichtszeugnis; Regression; Regressionsanalyse
Abstract	Self-concept has been found to play a key role in academic and psychosocial outcomes for students. Appreciating the factors that have a bearing upon self-concept may be of particular importance for Aboriginal students, many of whom experience poorer outcomes than non-Aboriginal Canadians. In this study, we conducted a quantitative analysis of the relationships between multidimensional self-concept, perceived strengths, and academic achievement among a sample of Aboriginal and non-Aboriginal students. Theories of self-perception development proposed by Marsh, Harter and Eccles were drawn upon to both frame the study and interpret the results. Results indicated that perceived self-concept and strengths were largely similar across groups. However, students in the two groups drew on different strengths to comprise their general self-concept. Findings were explored within the context of existing research and theory and educational implications were presented. (As Provided).
Anmerkungen	Brock University Faculty of Educatino. 500 Glenridge Avenue, Saint Catharines, ON, L2S 3A1 Canada. Tel: 905-688-5550 ext. 3733; e-mail: brocked@brocku.ca; Web site: http://brocked.ed.brocku.ca
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01