Self-Concepts and Educational Outcomes of Indigenous Australian Students in Urban and Rural School Settings

Autor/inn/en	Yeung, Alexander Seeshing; Craven, Rhonda G.; Ali, Jinnat
Titel	Self-Concepts and Educational Outcomes of Indigenous Australian Students in Urban and Rural School Settings
Quelle	In: School Psychology International, 34 (2013) 4, S.405-427 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0143-0343
DOI	10.1177/0143034312446890
Schlagwörter	Self Concept; Indigenous Populations; Outcomes of Education; Foreign Countries; Academic Achievement; Educationally Disadvantaged; Factor Analysis; Surveys; Student Attitudes; Scores; Self Evaluation (Individuals); Achievement Tests; Multivariate Analysis; Literacy; Numeracy; Educational Improvement; Stereotypes; Rural Education; Secondary School Students; Correlation; Australia; Self Description Questionnaire + Suchen Sie Ihr Suchwort? Selbstkonzept; Sinti und Roma; Lernleistung; Schulerfolg; Ausland; Schulleistung; Faktorenanalyse; Survey; Umfrage; Befragung; Schülerverhalten; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Multivariate Analyse; Alphabetisierung; Schreib- und Lesefähigkeit; Rechenkompetenz; Teaching improvement; Unterrichtsentwicklung; Klischee; Ländliche Erwachsenenbildung; Sekundarschüler; Korrelation; Australien
Abstract	Indigenous Australians have been known to be disadvantaged in many ways although higher art and physical self-concepts have been reported with Indigenous samples. Given recent research demonstrating the reciprocal effects of achievement and self-concept in academic domains, Indigenous students may experience further disadvantages in both academic performance and self-concept. A sample of Indigenous and non-Indigenous students ("N"?=?1,342) from schools in New South Wales (NSW), Australia were asked to respond to a survey measuring: five domains of self-concept (i.e., school, reading, mathematics, art, and physical abilities), two learning-related factors (enjoyment and participation), and a self-assessment of their school work. Their scores in a NSW state-wide assessment of students' literacy and numeracy were also obtained. Confirmatory factor analysis established the self-concept and learning-related factors. Multivariate analysis of variance (MANOVA) using a 2 (identity: Indigenous vs. Non-Indigenous)?×?2 (region: urban vs. rural) design found significant effects of identity for all variables except for art self-concept. That is, non-Indigenous students scored higher than Indigenous students in literacy and numeracy tests, self-concepts, learning-related factors, and self-ratings of school work, irrespective of region. The results did not support previous research demonstrating a relatively higher art self-concept for Indigenous children based on stereotypical perspectives. These results imply that school personnel would be well advised to not assume stereotypic differences between Indigenous and non-Indigenous Australian students or assume a great difference between Indigenous students from urban and rural school settings. However, there seems to be a need for improving the school environment so as to promote Indigenous students' performance and enjoyment of school life. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10