How Do Academically Successful Pasifika Students Perceive Task Value?

Autor/inn/en	Tait, Kirstin; Horsley, Jenny; Tait, Carolyn
Titel	How Do Academically Successful Pasifika Students Perceive Task Value?
Quelle	In: Australasian Journal of Gifted Education, 25 (2016) 1, S.47-57 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1323-9686
Schlagwörter	Academically Gifted; Success; Task Analysis; Value Judgment; Student Attitudes; Minority Group Students; At Risk Students; High Achievement; National Competency Tests; Relevance (Education); Foreign Countries; Student Interests; Educational Attainment; New Zealand + Suchen Sie Ihr Suchwort? Erfolg; Aufgabenanalyse; Werturteil; Schülerverhalten; Relevance; Relevanz; Ausland; Studieninteresse; Bildungsabschluss; Bildungsgut; Neuseeland
Abstract	Pasifika students are a minority group in New Zealand education who are at risk of underachievement. This article examines how five high achieving Pasifika students reported the factors that contribute to the task value of the New Zealand Qualifications Authority (NZQA) Scholarship. It uses expectancy value theory to consider motivation through subjective attainment, utility, and interest values. In-depth data were gathered from five high achieving Pasifika students who attained at least one NZQA Scholarship between 2005 and 2012. It was found that during the year these students sat the NZQA Scholarship examinations, their sources of value changed as they perceived different costs and opportunities associated with the NZQA Scholarship. Limitations, implications, and future directions for supporting high achieving Pasifika students are also discussed. (As Provided).
Anmerkungen	Australian Association for the Education of the Gifted and Talented. School of Education, The University of New South Wales, Sydney NSW 2052, Australia. e-mail: EditorAJGE@aaegt.net.au; Web site: http://www.aaegt.net.au/?page_id=736
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01