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.

摘要

在 472 名土著高中学生样本中，与来自相同 54 所学校的 15,884 名非土著学生并列，我们调查了学校与学校之间动机和参与度的差异，以及动机和参与度在预测各种学业成果（愿望、浮力、作业完成和成就）。我们发现土著学生的动机和参与度的平均水平明显较低。然而，重要的是，在考虑了年龄、性别、社会经济地位 (SES) 和先前的成就后，土著和非土著学生之间的动机和参与差异显着减少。我们还发现，原住民学生的积极动机和参与度（例如自我效能感、掌握导向等）会影响他们的积极性。）比他们的消极动机和参与（例如焦虑、自我设限等）预测这些结果的程度要大得多。讨论结果特别侧重于它们如何有助于确定提高土著学生教育成果的方法。