Harnessing the power of motivational factors for optimizing the educational success of remote indigenous students: a cross-cultural study

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.

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.

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.

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.

To improve learning outcomes, interventions may need to target students’ self-concept, mastery-oriented and socially oriented motivations.

Supporting Indigenous students in their post-secondary education is an imperative. Psychologists have important insights to offer that can help achieve this noble aim.

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.