Motivation and Engagement among Indigenous (Aboriginal Australian) and Non-Indigenous Students

Autor/inn/en	Martin, Andrew J.; Ginns, Paul; Anderson, Michael; Gibson, Robyn; Bishop, Michelle
Titel	Motivation and Engagement among Indigenous (Aboriginal Australian) and Non-Indigenous Students
Quelle	In: Educational Psychology, 41 (2021) 4, S.424-445 (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Martin, Andrew J.) ORCID (Ginns, Paul) ORCID (Bishop, Michelle)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2021.1879994
Schlagwörter	High School Students; Indigenous Populations; Student Motivation; Learner Engagement; Predictor Variables; Aspiration; Homework; Academic Achievement; Age Differences; Gender Differences; Socioeconomic Status; Anxiety; Coping; Foreign Countries; Grade 7; Grade 8; Grade 9; Grade 10; Grade 11; Grade 12; Student Characteristics; Australia + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Sinti und Roma; Schulische Motivation; Prädiktor; Streben; Hausaufgabe; Schulleistung; Age; Difference; Age difference; Altersunterschied; Geschlechterkonflikt; Socio-economic status; Sozioökonomischer Status; Angst; Bewältigung; Ausland; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09; School year 11; 11. Schuljahr; Schuljahr 11; School year 12; 12. Schuljahr; Schuljahr 12; Australien
Abstract	Among a sample of 472 Indigenous high school students, juxtaposed with 15,884 non-Indigenous students from the same 54 schools, we investigated variation in motivation and engagement from school to school, and the role of motivation and engagement in predicting various academic outcomes (aspirations, buoyancy, homework completion, and achievement). We found significantly lower mean-levels of motivation and engagement among Indigenous students. Importantly, however, after accounting for age, gender, socio-economic status (SES), and prior achievement, the motivation and engagement differences between Indigenous and non-Indigenous students were markedly reduced. We also found that Indigenous students' positive motivation and engagement (e.g. self-efficacy, mastery orientation, etc.) predicted academic outcomes to a significantly greater extent than their negative motivation and engagement (e.g. anxiety, self-handicapping, etc.) predicted these outcomes. Findings are discussed with particular focus on how they may be helpful in identifying ways to enhance the educational outcomes of Indigenous students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01