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ERIC Number: ED453016
Record Type: RIE
Publication Date: 2001-Apr
Pages: 24
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
The Multi-Faceted Structure of School Achievement Motivation: A Case for Social Goals.
Hinkley, John W.; McInerney, Dennis M.; Marsh, Herbert W.
One reason proposed for the persistent school underachievement of Navajo students is that school culture is based largely on individualism, interpersonal competition, and other Western norms and values that may be an anathema to Native Americans. Hence, school culture may predispose them to failure. Drawing on Western concepts of achievement motivation, this paper examines school achievement motivation similarities and differences between nontraditional and near-traditional Navajo high school students. A survey of 829 Navajo students in grades 9-12 examined the relationships among nontraditional factors (speak English, live in town); near-traditional factors (speak Navajo, live in rural areas); gender; social goals (approval, concern); and achievement goals (mastery, approach, avoidance). English speakers scored higher than Navajo speakers for concern; rural students scored higher than town students for approval; while females scored higher than males for concern. Males scored higher than females for approach and for avoidance. There were no other significant differences. The relations of language and gender to mastery were completely mediated by concern, while the relations of rural/urban location to approach were completely mediated by approval. It was concluded that nontraditional and near-traditional Navajo students are more similar than dissimilar and that Navajo high school students' social goals play an important role in their achievement goals. Four appendices present survey items and statistical tables. (Contains 46 references.) (TD)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (Seattle, WA, April 10-14, 2001).