Meissel Kane, Rubie-Davies Christine M
Faculty of Education and Social Work, University of Auckland, New Zealand.
Br J Educ Psychol. 2016 Mar;86(1):92-111. doi: 10.1111/bjep.12103. Epub 2015 Dec 21.
There is substantial evidence indicating that various psychological processes are affected by cultural context, but such research is comparatively nascent within New Zealand. As there are four large cultural groups in New Zealand, representing an intersection of individualist, collectivist, indigenous, colonial, and immigrant cultures, New Zealand is an important context in which to investigate the role of culture in such processes.
This study investigated goal orientation and self-efficacy beliefs among students of different cultural backgrounds in New Zealand, associations between motivational beliefs and achievement, and whether any relations differed by cultural background.
Participants were 2,210 students attending three intermediate schools.
Participants responded to a questionnaire at the beginning of the school year to evaluate self-efficacy for mathematics and mastery and performance goal orientation. Participants also completed a standardized mathematics achievement test at the beginning and end of the year.
The factor structure was sufficiently invariant by cultural group, but with statistically significant differences in average level of endorsement. Self-efficacy for mathematics predicted marginally higher end-of-year achievement after controlling for beginning-of-year achievement, with a stronger relationship for Māori and Pasifika, but no statistically significant relationship with achievement among Asian students.
The questionnaire used was a valid instrument for the four main cultural groups in New Zealand. Differences were found in motivation levels, and Māori and Pasifika were more affected by their self-reported self-efficacy. Teachers may be able to raise students' self-beliefs by conveying high expectations for these students, potentially supporting higher academic outcomes.
有大量证据表明，各种心理过程会受到文化背景的影响，但在新西兰，此类研究相对较新。由于新西兰有四个主要文化群体，代表了个人主义、集体主义、本土、殖民和移民文化的交汇，新西兰是研究文化在此类过程中作用的重要背景。
本研究调查了新西兰不同文化背景学生的目标导向和自我效能信念、动机信念与成就之间的关联，以及这些关系是否因文化背景而异。
参与者为2210名就读于三所初中的学生。
参与者在学年开始时回答一份问卷，以评估数学自我效能以及掌握目标和成绩目标导向。参与者还在学年开始和结束时完成了标准化数学成就测试。
因子结构在不同文化群体中具有足够的不变性，但在认可的平均水平上存在统计学显著差异。在控制年初成绩后，数学自我效能对年末成绩的预测略高，毛利人和太平洋岛民的关系更强，但亚洲学生的自我效能与成绩之间没有统计学显著关系。
所使用的问卷对新西兰四个主要文化群体是一种有效的工具。在动机水平上发现了差异，毛利人和太平洋岛民受自我报告的自我效能影响更大。教师可以通过对这些学生传达高期望来提高他们的自我信念，这可能有助于取得更高的学业成绩。
