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A Motivational Psychology for the Education of Indigenous Australian Students

Published online by Cambridge University Press:  22 July 2015

Andrew J. Martin
Andrew J. Martin*
Affiliation:
Faculty of Education and Social Work, University of Sydney, New South Wales, 2006, Australia
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Abstract

This article explores an integrative framework for a motivational psychology for the education of Indigenous students. Drawing on and adapting Graham’s (1994) taxonomy for motivational psychology, it is suggested that enhancing the educational outcomes of Indigenous students involves addressing factors relevant to the self (positive identity, academic self-concept, and academic resilience), cognitive and affective factors (that facilitate motivation, engagement, achievement, and enjoyment of school), socialisation and child-rearing antecedents (the role of the family), failure dynamics (fear of failure and shame), the role of significant others and their contexts (peers, community, teachers, schools, and the scope for pastoral pedagogy), and the issue of young people’s pathways and transitions. Values, attitudes, and approaches to school and schoolwork that are common across Aboriginal and non-Aboriginal students and the role of positive psychology are also explored as a means of contributing to a better general understanding of human behaviour.

Type
Research Article
Information
The Australian Journal of Indigenous Education , Volume 35 , 2006 , pp. 30 - 43
Copyright
Copyright © Cambridge University Press 2006

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