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ERIC Number: EJ1057522
Record Type: Journal
Publication Date: 2014
Pages: 23
Abstractor: As Provided
Reference Count: 92
ISBN: N/A
ISSN: EISSN-1183-1189
A Comparison of Aboriginal and Non-Aboriginal Students on the Inter-Related Dimensions of Self-Concept, Strengths and Achievement
Whitley, Jessica; Rawana, Edward; Brownlee, Keith
Brock Education: A Journal of Educational Research and Practice, v23 n2 p24-46 Spr 2014
Self-concept has been found to play a key role in academic and psychosocial outcomes for students. Appreciating the factors that have a bearing upon self-concept may be of particular importance for Aboriginal students, many of whom experience poorer outcomes than non-Aboriginal Canadians. In this study, we conducted a quantitative analysis of the relationships between multidimensional self-concept, perceived strengths, and academic achievement among a sample of Aboriginal and non-Aboriginal students. Theories of self-perception development proposed by Marsh, Harter and Eccles were drawn upon to both frame the study and interpret the results. Results indicated that perceived self-concept and strengths were largely similar across groups. However, students in the two groups drew on different strengths to comprise their general self-concept. Findings were explored within the context of existing research and theory and educational implications were presented.
Brock University Faculty of Educatino. 500 Glenridge Avenue, Saint Catharines, ON, L2S 3A1 Canada. Tel: 905-688-5550 ext. 3733; e-mail: brocked@brocku.ca; Web site: http://brocked.ed.brocku.ca
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 4; Intermediate Grades; Grade 6; Middle Schools; Grade 5; Grade 7; Junior High Schools; Secondary Education; Grade 8
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Identifiers - Assessments and Surveys: Self Description Questionnaire