The Determinants of Motivation for Urban Aboriginal Students

Abstract

As part of a larger study into the psychological determinants of motivation of urban Aboriginal school students, the Triandis model of social behavior was used to examine a range of variables considered important in influencing behavior. A comparative study, utilizing multiple regression analysis, was made of the responses of 496 Aboriginal students, 487 migrant students, and 1,172 Anglo students to the Behavioural Intentions Questionnaire. The study demonstrates the cross-cultural relevance and usefulness of the Triandis model. Major findings suggest that of the components of the Triandis model, personal normative beliefs and affect toward the act are the most salient predictors of intention for the three groups studied. Furthermore, although they vary in their relative importance, the consistency of the predictors across the three groups strongly suggests that the same cognitive motivational systems are influencing the intentions to continue with or leave school expressed by Aboriginal and non-Aboriginal students. Further study of both the facilitating conditions that may assist inhibit the development of motivation to continue with school and the effect of "habit" on decision making needs to be completed to explain why Aboriginal students drop out of school earlier than non-Aboriginal students.