Motivation and emotion/Book/2020/Indigenous Australian education and work motivation

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Indigenous Australian education and work motivation:
What motivates Indigenous Australian people to engage in education and work?

Overview[edit | edit source]

  • Community influence on motivation to succeed
  • Costs v Benefits
  • How this information can be used

What motivates Indigenous Australian people to engage in education and work?[edit | edit source]

Figure 1. A group of school-aged Aboriginal children

Studying what motivates Indigenous Australia to engage in schooling and work is important, especially when considering the significantly high rates of Indigenous Australian unemployment[1] and low school attendance rates[2] when compared to their non-Indigenous peers.

Teaching an Aboriginal students requires sensitivity for their special needs and knowledge about Aboriginal cultural protocols (Bishop & Durksen, 2020). For example, Aboriginal students can avoid direct eye contact to an adult as it is considered rude in Aboriginal culture. Martin (2006) highlighted the importance of empirically investigating multidimensional motivation and engagement among Indigenous students, as well as the significance of motivation and engagement in Indigenous students academic performance, including in the context of individual and socio-demographic factors.

Community influence on motivation to succeed[edit | edit source]

Collectivist culture's influence on motivation[edit | edit source]

  • Child-rearing's influence on habits/motivation
  • Social circle's influence on motivation
  • Community supports' buffering effect
  • How strong community support influences motivation and success

https://search.informit.com.au/documentSummary;dn=109525586669720;res=IELIND

https://www.researchgate.net/profile/Natasha_Magson/publication/280770927_Motivation_Matters_Profiling_Indigenous_and_Non-Indigenous_Students'_Motivational_Goals/links/55da4a6408aeb38e8a8a11c1/Motivation-Matters-Profiling-Indigenous-and-Non-Indigenous-Students-Motivational-Goals.pdf

https://research.acer.edu.au/ausse/2/

Costs v Benefits[edit | edit source]

Barriers[edit | edit source]

  1. Limited options due to rural environments
  2. Lack of opportunities compared to non-Indigenous Australians
  3. Less benefits of motivated efforts compared to non-Indigenous Australians
  4. Expectations to participate and succeed in non-Indigenous cultures[3]

Intrinsic and extrinsic sources[edit | edit source]

  1. Innate want to succeed
  2. Passion engagement
  3. Motivation for traditional forms of work (such as hunting and how that is largely discredited despite being present in Indigenous Australians living traditional lifestyles)

https://openresearch-repository.anu.edu.au/handle/1885/145527

http://eprints.batchelor.edu.au/293/

https://www.tandfonline.com/doi/abs/10.1080/07294360.2014.973379

https://www.researchgate.net/profile/Dennis_Foley/publication/292700295_An_examination_of_Indigenous_Australian_entrepreneurs/links/54739fe20cf245eb436db6ff/An-examination-of-Indigenous-Australian-entrepreneurs.pdf

https://www.sciencedirect.com/science/article/abs/pii/S0305750X03000184

https://www.tandfonline.com/doi/abs/10.1080/09585192.2018.1528556

https://link.springer.com/chapter/10.1007/978-3-030-11542-5_6

https://www.tandfonline.com/doi/abs/10.1080/00664670600572330

Relation to motivational theories[edit | edit source]

  • Determine the main motivational frameworks applied and tie them and the overall research themes together so the next section will be easier to understand

How this information can be used[edit | edit source]

  • More community-led outreach programs
  • More widespread opportunities for rural Indigenous populations
  • Encouraging Indigenous children to continue education

Conclusion[edit | edit source]

  • Summarise the main points from each section
  • Relink how that information is important and can be used to create better support systems/results

See Also[edit | edit source]

Educational Motivation In Indigenous Australians (Book chapter, 2018)

Indigenous Australians and Motivation (Book chapter, 2010)

Indigenous Australian psychologist motivation (Book chapter, 2020)

References[edit | edit source]

Bishop, M., & Durksen, T. L. (2020). What are the personal attributes a teacher needs to engage Indigenous students effectively in the learning process? Re-viewing the literature. Educational Research (Windsor), 62(2), 181–198. https://doi.org/10.1080/00131881.2020.1755334

Martin, A. J. (2006). A motivational psychology for the education of Indigenous Australian students. The Australian Journal of Indigenous Education, 35(2006), 30–43. https://doi.org/10.1017/S1326011100004142

Martin, A. (2006). A Motivational Psychology for the Education of Indigenous Australian Students. The Australian Journal Of Indigenous Education, 35, 30-43.

External links[edit | edit source]

  1. ↑ Best, R., & Burke, P. (2019). Is there regional lock-in of unemployment rates in Australia?. Australian Journal Of Labour Economics, 2(2).
  2. ↑ Australian Government, Australian Institute of Health and Welfare, Australian Institute of Family Studies. (2010). School attendance and retention of Indigenous Australian students (pp. 2-6). Closing the Gap Clearinghouse.
  3. ↑ Burbank, V. (2006). From Bedtime to On Time: Why Many Aboriginal People Don't Especially Like Participating in Western Institutions. Anthropological Forum, 16(1), 3-20.
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