کد مقاله | کد نشریه | سال انتشار | مقاله انگلیسی | نسخه تمام متن |
---|---|---|---|---|
4937937 | 1434672 | 2016 | 13 صفحه PDF | دانلود رایگان |
عنوان انگلیسی مقاله ISI
Cultural perspectives on Indigenous and non-Indigenous Australian students' school motivation and engagement
ترجمه فارسی عنوان
دیدگاه های فرهنگی در مورد انگیزه و مشارکت مدرسه دانش آموزان بومی و غیر بومی استرالیا
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کلمات کلیدی
بومی دیدگاه های فرهنگی، خودآموزی مدرسه، اهداف تسلط، اهداف عملکرد،
موضوعات مرتبط
علوم انسانی و اجتماعی
روانشناسی
روان شناسی کاربردی
چکیده انگلیسی
The purpose of the paper was to investigate (a) similarities and differences in cultural perspectives, self-concept, and school motivation between Aboriginal and non-Aboriginal Australian students; and (b) the relative influences of self-concept, motivation, and cultural perspectives on academic engagement. Data were collected from Aboriginal and non-Aboriginal students in Years 3 to 6 from 52 primary schools in metropolitan Sydney (Nâ=â1745). Students completed a questionnaire asking about three cultural perspective factors (Aboriginal perspective, cultural diversity, and cultural identity), school self-concept, two motivation factors (a mastery approach goal and a performance approach goal), and a behavioral outcome (academic engagement). Results indicated that Aboriginal students were higher in all three cultural perspectives, but did not differ much from non-Aboriginal students in school self-concept, motivation, and academic engagement. For both groups cultural diversity, cultural identity, school self-concept, and a mastery approach goal orientation were positive predictors of academic engagement. A performance approach goal orientation was not a significant predictor of engagement but higher SES and being female were positive predictors. The findings suggest that teachers should understand the importance of promoting a positive sense of culture in the classroom to better engage students.
ناشر
Database: Elsevier - ScienceDirect (ساینس دایرکت)
Journal: Contemporary Educational Psychology - Volume 47, October 2016, Pages 11-23
Journal: Contemporary Educational Psychology - Volume 47, October 2016, Pages 11-23
نویسندگان
Janet Mooney, Marjorie Seaton, Gurvinder Kaur, Herbert W. Marsh, Alexander Seeshing Yeung,