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 post-secondary 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.
|Title of host publication||Seeding success in indigenous Australian higher education|
|Editors||Rhonda G. CRAVEN, Janet MOONEY|
|Place of Publication||Bingley, U.K.|
|Publisher||Emerald Group Publishing Limited|
|Publication status||Published - 2013|
CitationMcInerney D. M., & King, R. B. (2013). Harnessing the power of motivational factors for optimizing the educational success of remote indigenous students: A cross-cultural study. In R. G. Craven, & J. Mooney (Eds.), Seeding success in indigenous Australian higher education (pp. 81-111). Bingley, U.K.: Emerald Group Publishing Limited.
- Achievement goals
- Deep learning
- Self-regulated learning
- Indigenous Australian students
- Native American students