Cultural invariance of goal orientation and self‐efficacy in New Zealand: Relations with achievement. (21st December 2015)

• Record Type: Journal Article
• Authors: Meissel, Kane; Rubie‐Davies, Christine M.
• Is Part Of: British journal of educational psychology. Volume 86:Number 1(2016)
• Page Start: 92
• Page End: 111
• Publication Date: 2015-12-21
• Subjects: motivation -- cultural context -- self‐efficacy -- mathematics -- achievement -- mastery goals -- performance goals; Educational psychology -- Periodicals; 370.1505
• DOI: 10.1111/bjep.12103
• Languages: English
• ISSNs: 0007-0998

Abstract

Abstract : Background: 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. Aims: 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. Sample: Participants were 2, 210 students attending three intermediate schools. Methods: 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. Results: 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. Conclusions: 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.