Examining the Valuing of Schooling as a Motivational Indicator of American Indian Students: Perspectives Based on a Model of Future Oriented Motivation and Self-Regulation

Autor/inn/en	Brickman, Stephanie; McInerney, Dennis M.; Martin, Amy
Titel	Examining the Valuing of Schooling as a Motivational Indicator of American Indian Students: Perspectives Based on a Model of Future Oriented Motivation and Self-Regulation
Quelle	In: Journal of American Indian Education, 48 (2009) 2, S.33-54 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8731
Schlagwörter	Grade Point Average; Schools; American Indians; Metacognition; Student Motivation; Social Environment; Cultural Influences; American Indian Culture; Academic Achievement; Family Environment; Educational Environment; Multiple Regression Analysis; Models; Futures (of Society); Intervention + Suchen Sie Ihr Suchwort? School; Schule; American Indian; Indianer; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Schulische Motivation; Soziales Umfeld; Cultural influence; Kultureinfluss; Schulleistung; Familienmilieu; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Analogiemodell; Future; Society; Zukunft
Abstract	There is an extensive research history related to understanding how educational institutions can better serve the American Indian student. However, there is little research on how the sociocultural context shapes perceptions of the future and impacts student achievement. This study investigates who the sociocultural context of home and school influences the perceived importance of an education to the future and how these perceptions are related to the present goals that the American Indian student pursues in the classroom, thus affecting achievement. The results of the study are interpreted in the context of a theoretical model (Miller & Brickman, 2004). The results of this study suggest that successful American Indian students desire to learn for the sake of understanding are willing to put forth effort to do so. Additionally, multiple regression analyses revealed that specific types of present goals predicted valuing of school for the future, their intentions to further their education and GPA. Implications for practice based upon the results of this study and the model suggest interventions that can be implemented by teachers and parents. (As Provided).
Anmerkungen	Center for Indian Education. Arizona State University, College of Education, P.O. Box 871311, Tempe, AZ 95287-1311. Tel: 480-965-6292; Web site: http://jaie.asu.edu/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10