dc.contributor.author |
Davies, Christine |
en |
dc.contributor.author |
Meissel, Kane |
en |
dc.coverage.spatial |
Thessaloniki, Greece |
en |
dc.date.accessioned |
2017-02-20T20:28:54Z |
en |
dc.date.issued |
2016-08 |
en |
dc.identifier.citation |
15th International Conference on Motivation (ICM) 2016. The odyssey to the Ithaca of learning: Motivated persons, challenging contexts. Thessaloniki, Greece, 24 Aug 2016 - 27 Aug 2016. |
en |
dc.identifier.uri |
http://hdl.handle.net/2292/31887 |
en |
dc.description.abstract |
Background. There is substantial evidence indicating that various psychological processes are affected by cultural context, but such research is comparatively nascent within New Zealand. As there are four large cultural groups in New Zealand, representing an intersection of individualist, collectivist, indigenous, colonial, and immigrant cultures, New Zealand is an important context in which to investigate the role of culture in such processes. Aims. This study investigated goal orientation and self-efficacy beliefs among students of different cultural backgrounds in New Zealand, associations between motivational beliefs and achievement, and whether any relations differed by cultural background. Method. Participants were 2210 students attending three intermediate schools. The students responded to a questionnaire at the beginning of the school year to evaluate self-efficacy for mathematics and mastery and performance goal orientation. Participants also completed a standardized mathematics achievement test at the beginning and end of the year. Results. The factor structure was sufficiently invariant by cultural group, but with statistically significant differences in average level of endorsement. Self-efficacy for mathematics predicted marginally higher end-of-year achievement after controlling for beginning-of-year achievement, with a stronger relationship for Māori and Pasifika, but no statistically significant relationship with achievement among Asian students. Conclusions. The questionnaire used was a valid instrument for the four main cultural groups in New Zealand. Differences were found in motivation levels and Māori and Pasifika were more affected by their self-reported self-efficacy. Teachers may be able to raise students’ self-beliefs by conveying high expectations for these students, potentially supporting higher academic outcomes. |
en |
dc.description.uri |
http://www.psy.auth.gr/el/conference/programme |
en |
dc.relation.ispartof |
15th International Conference on Motivation (ICM) 2016. The odyssey to the Ithaca of learning: Motivated persons, challenging contexts |
en |
dc.rights |
Items in ResearchSpace are protected by copyright, with all rights reserved, unless otherwise indicated. Previously published items are made available in accordance with the copyright policy of the publisher. |
en |
dc.rights.uri |
https://researchspace.auckland.ac.nz/docs/uoa-docs/rights.htm |
en |
dc.title |
Self-efficacy and goal orientation of four ethnic groups in New Zealand, and relations with academic achievement |
en |
dc.type |
Conference Item |
en |
dc.description.version |
SMUR - Submitted Manuscript Under Review |
en |
pubs.author-url |
http://www.psy.auth.gr/el/conference/main |
en |
pubs.finish-date |
2016-08-27 |
en |
pubs.start-date |
2016-08-24 |
en |
dc.rights.accessrights |
http://purl.org/eprint/accessRights/RestrictedAccess |
en |
pubs.subtype |
Conference Paper |
en |
pubs.elements-id |
603085 |
en |
pubs.org-id |
Education and Social Work |
en |
pubs.org-id |
Learning Development and Professional Practice |
en |
pubs.record-created-at-source-date |
2016-12-20 |
en |