Harnessing the power of motivational factors for optimizing the educational success of remote Indigenous students: A cross-cultural study

Abstract

Purpose: The aims of this study were (1) to examine the relationships among achievement goals, self-concept, learning strategies and self-regulation for post-secondary Indigenous Australian and Native American students and (2) to investigate whether the relationships among these key variables were similar or different for the two groups. Methodology: Students from the two Indigenous groups answered questionnaires assessing the relevant variables. Structural equation modelling (SEM) was used to analyse the data. Structure-oriented analysis was used to compare the two groups in terms of the strengths of the pathways, while level-oriented analysis was used to compare mean level differences. Findings: Self-concept was found to positively predict deep learning and self-regulated learning, and these effects were mediated by achievement goals. Students who pursued mastery and social goals had more positive educational outcomes. Both structure and level-oriented differences were found. Research implications: Drawing on two distinct research traditions - self-concept and achievement goals - this study explored the synergies between these two perspectives and showed how the key constructs drawn from each framework were associated with successful learning. Practical implications: To improve learning outcomes, interventions may need to target students' self-concept, mastery-oriented and socially oriented motivations. Social implications: Supporting Indigenous students in their postsecondary education is an imperative. Psychologists have important insights to offer that can help achieve this noble aim. Originality/value of the chapter: Research on Indigenous students has mostly adopted a deficiency model. In contrast, this study takes an explicitly positive perspective on Indigenous student success by focusing on the active psychological ingredients that facilitate successful learning. Copyright © 2013 by Emerald Group Publishing Limited.