copyright is owned by the author of the thesis. permission ...both were harcl-workers but cliccl be...
TRANSCRIPT
Copyright is owned by the Author of the thesis. Permission is given for a copy to be downloaded by an individual for the purpose of research and private study only. The thesis may not be reproduced elsewhere without the permission of the Author.
He Huarahi Ako: Pathways to Lcarning
The academic and cultural self-etficacv of Mdori stuclent teachers
A thesis presented in partial tultllrncnt ol'the requirerlcnts
tbr the clegree ofMaster of Philosophy
in Mdori Studies at
Massey University
Palmerston North New Zealancl
by
Frances Materoa Goulton
r997
I
Mc Tu Au
Mc tu au ki te Irtiltiki ugr-r iwi o le tlx)tu
ki ngil rvakit ktt:t ckc tultiki rttrtgil i tc titttttgit c tti tlci
-l-c Krtpertga o lc Mi'il:rur;lltllirnirtlt ltoki tc rett k:tr:rnglt lttrcrc trtlti
'l'ult:rhi rtte ntihitrtc tangi ki ngi-t rtttrtc
o tc wikilc lllilrilnra
lc liltlI-laere hoki ktlttttltt
ki tc irvi utri i tc po ..c... i
'l-ulnt:t rnc nriltiki tc tttllr:tcle wltetlttlr
ki ngii ntauug:tngii tirklrlurrtgit o ttg:i nlilttl:l til)tlltil
lllc a) r:-l[()tl ;lwa lilpuc rcre Itci...c...i
Kei te hoki rvltakitrrturiaktt rvlr:rk:taro e ho:l nrai
ki te rco wnirua tilllgiltanfura le kdrero
E ht'la Witiwirirauei lc k:rkano
wltak:rtipu:r tuai e kocnlci kore tipu hci wltakiuturttit ttr:ti
hci wltlkltiketikei taku ntnul Miori nrotultakc ...c-..i
Ka nui talru hari e nglr irvikua rite hoki
laku rvarvata nre tnlflr ul()cln()qli taku n-rkatr nui
rirkau klhlritkau arolta
ki ugl iwi o lc rllottlrn0 ake loDtt itlu...c...i
NA te kuia uei, nA Huia i tito tenci witiillil nro tc whilkillftwlrcralanga o Te Kupcuga o teM:'it:ruraug:r |9ti(l
The patteru use(l oo the cover ol this thcsisWhareuui: Te Kupuga o tc Mi-rtaur:rtrga. ltStudies stt|(lent teachers.
is callcrl I'lc 'lirura 'faugata: it is the t-ust heke iu Tewus pliulc<l collcctivcly by the tirst groups of Mlori
iii
HE MIHI
I runga i te ngakau aroha. hc rnihi tenci ki ir tet()u katoa. ki nga urorehu o rltou tna
kua takahi atu rd i te ara wairua. I(ci te mihi akc rl ki a ratt.ru kua huri kE atu ki tua o
te arai, kua mene ki te p6. Nl ratou i waiho tl ratolr tlouga hei rniltarotauga tna
tatou, hei kawenga rna talou ki roto i rrga tau 1000 rrckc atu. Terrei te rnihi. Ki a
koutou aku tDpuna. e te kuia. e te whaea. kci te tangi touu tc ugakau rro koutou. Ki
nga rangatira nl rltou i poipoi ngf, kaupapa i Tc Kupctrea o te Matauranga, e Te
Kdrauna Whakarnoe. korua ko ttl hoa ko ALtnty I-luie. kci tc rnihi tol'lu matou, kore
rawa e wareware i a matou. Ki tuku rangatira ki a .lohn Tapiata. kua puawaitia olwhakaaro. Nau tEnei rnahi itirnata. ko lo wairuu kci tc mau Lor-tu. Il hika, kei te
tangi tonu.
Ko te Hokorvhitu a T[ te papa e tlkoto akc nci tenl koc. I(o te r'vhare a Te
Kupenga o te Matauranga. t€r'ra koc. c tLl c tc u,ltare. kdrtta ko tO piringa a Te
Ilaorrui. Ki ngl kaitiakio te kair-rga nci tErrl koutor-r. tclnl koul.ou. tDne koLttou katoa.
Ki a Kui Rangi Tamehana. k6rua ko Koro l]ob Tan-rcharra. he nrihi terrei ki a k6rua
6 tatou kaurnatua. nd k6rua lratou i arahi i rrga tikarr-ua I (r tatorr tltprura. Ki n-ea Pou
o Te Kupenga o te Mltauranga ki a Kahu Stcrlirrg korua ko lvlcreheni tEna kOrua.
tae atu hoki ki a Peti Nohotirna me l-lenarc Cirecn. Na o koutou whakaaronui ki te
marae oTe Kupenga o te MXtaurauga kci tc ors tonu. a kei te kaha tonu tona
kaupapa ataahua. NE reira kei te rnihi tenei iti rrei.
I{e mihi hoki tenei ki aku kaitautoko. kaitirotiro i tenei rangahau. terra k6rua. Ki a
koe Ian Christensen m6 to drvhina. rnc to kaha ki tc tautoko iahau iroto it€nei
mahi, e hoa ka nui te mihi. Ki a koc Colin Cibbs rno te tahu ki tc rnatauranga o te ao
whanui. kei te rnihi. rno t6 kOrua kaha ki tc kau,c i ngl tikanga () tenei fftorTlo
tuhinga, k6rua tahi i dwhina i alrau kitc whakatutuki itcnci kaupapa.
E te rangatira. e Meihana. e rnilri urra ki a koutou kat()a o Te P[tahi-a-Toi. nd koutou
i tautoko mai te kaupapa rangahau nci. Tena hoki koe llsther mc tou rourou lwhina
i te taha ki te rorohiko. TErr[ kotttou tend koLltou kutou.
E te komiti whakah:rcrc p[ltca ln(-) tc rangahuu ki Tc Kupcnga () tc lr4ltauranga c
rnihi ana kia koutou. nI koutor.r i tautoko rlui tC'rrci rrruhi. nl rciru uku lroir nruhi tCnI
koutou.
lv
Ko te kOrero whakarntrtuugu ka hoatu ki rrgl tauiru i rr,hakaac rnai ki taku tono. na
ratou i tautoko tenei rarrgalrau. terru koutolr katoa. I(ci tc rlihi ki a koutou i hdrnai a
koutou kdrercr ki ahau hci hepai itenci rnuhi. I(a rrui tc rlil'ti e kare nrf,. Ko te
t[manako kei te tika tottu taklt kawc i a kotttttLt korcro.
K6ore kau he kOrero tua atu itaku whlnau. taku rvhanau tuatahi i pakeke mai ahau.
taku hoa rangatira me aku tarnariki. Na to koutou tautoko i oti i ahau te kaupapa r-rei.
Ki taku hoa rangatira ki a lll,ion ka rrui tc rnihi c lror. to kaha hoki ki te tautoko i
ahau, ki te tiaki i nga tarnariki i ahau c mahi unll. te nA koc. Il hika. kua oti tGrrei
rroernoed. T€nE koutou. tena koutou. tena koLltoLl kilt()a.
Ndku noa iti nei
nf, Frances.
BACKGROUND INFORMATION ABOUT THERESEARCHER
It is importaut that I share with thc rcatler rny backgrotrtl(I. atttl sotne of the litc
experiences which have lecl trc t() this topic. I atn ot'N-elpuhi ar-rcl Ngati Flirre
clescent. niy father lrorn Ngapuhi anrl my motlrcr I'ronr Nguti l-linc. Botll rny
parents were bom ancl livecl thcir e arly ycars itt thc t'ar Norlh ol New Zealancl.
My lather hacl an upbringirig typical of post-r'var farlilies. atrcl was one of eleven
chilclrep. raisecl or-r farnily lancl whiclr was paftly bush clacl. close to Kaeo. FIis
father was of English stock. ancl his mother rvas ctl' N4aori ancl Scottish ancestry.
Both were harcl-workers but cliccl be tbrc thcir grarttlchilclrcn r.r'crc born. Their fann
was a fair clistance lrom tIeir rnothcr's rnaric u,hich l-l]callt they clicl trot go there
often. When rny tathcr rvas oltl cntrugh. hc lcti thc l'anl urrtl loutrcl rvork as a
lreezing worker irt Flarvkcs lJxv. urhcrc hc scttlecl.
My mother's parents were both ol'N,qati I-line clcscetri. ancl she r.vas the olclest of
eleven childrep. S[e was born in Arvartta attd wus lortullcte to spencl her early
years being brougl'rt up by her -rrarrclparcnts. l-lcr l'irst larrguagc was Mdori. Later,
her tamily movecl to Flastings irr scurch ot-u,ork . This l1'love. cor-rplecl with being
members ol the Monnon Church. lrcant a tintc rrl'challcrrgc arcl contrucliction as n]y
mother's tarnily sought ways to survivc in e city t'er fronr thcir t[rangawaewae
(place). My parents met in I Iustings ancl it was tlrere the y also cleciclecl to settle.
My brothers. sisters ancl I rverc all born ancl brecl in Ilastirlgs arnidst high
employment. which consistccl rnairrly o['seasonul ancl trrrskillccl labour' It was also
cluring the tirne of MXori migration frorn rural arcas to thc cities. Most of those
who were not trom Ngati Klhungurru (thc locul trihul grotrp) were able to recite
their tribal histories ancl. as l)arl rccullccl. thcrc rcttruitrctl a ficrcely staunch tribal
pricle. However. as tirnc progrcssctl. tlrc strengtlt untl Iirtks rvith thcil tribcs bccatnc
less eviclent as city lit'e took ovcr.
Ranginui Walker irr his book Ka whuwhai lotlu t7"tiltou clcscribcs tlrc contcxt tn
which I grcw up:
l3thnicity. culturul dil'll.rcrrcc untl thc cxpcrict'tcc ol'bcirrg colotrisccl irnpcllctl
the Mlori to rlwcll irr thc tluul rvorltl ol'bicttlturalisrl or surrcnclcr to thc
Pdkehl irnpcrutivc ol'ussinril:.rtion. Wlrilc sotrlc Miori chosc ttssirnilation,
VI
the vast rna.iority re.icctccl it. Thrt l"ncant cotrttnitlrlent to cultural
coptinuity...hr the early stagcs ol'urt'ranisiltion. rnigrauts maintainecl contact
with tl-reir cultural roots l'ry occasional visits to thcir kainga atrcl urarae tor
holiciays. weclclir-rgs. tangi arrcl unvcilings o['hcaclstotres. l]ut graclually. as
the migrarrts becantc ll()rc sLlrc ol'tltcrlsclvcs. thcy pttt clorvn roots ancl
plantecl their culture in trcr.v grourrcl (Welkcr. 1990. p.l9tl).
My brothers. sisters ancl I rvcrc the t'irst urban gctre rltiotr. boru ancl brecl hunclreds
ol miles tiorn cultural roots aucl iu thc rniclst ol' aggressive assimilatory arlcl
integration policies which were to rnake us tnore Ptkchd arrcl less Mdori. Our
schooling cluring the 1960s u,us sirlilar to thet ol'cvcry other sclrool chilcl across
New Zealancl living irr a city. Thcrc was little rccognition of trs being Maori. except
tor the school M[ori club ot'r,vhich I u,ls a ve ry ltroutl tnetnlrer. Liitially I uever
telt any real conuecticlrr or scltsc ol'be lou-eing to sclrool; ulrtil I reachecl secotrclary
school. where ip tl're lburth lirn'n lvlurl :utrl l)ucl scltt rtlc to Saitrt Joscph's lvllori
Girls College iu Greenrncarlows. Thcrc I rvas ll'rlc to thrivc atrcl bc-uan the Maori
educatiorl joumey of which I ant tlorv u part.
Atter Saipt Joseph's. I trairrecl as a tcuchcr lt Palrncrstorr North Teacl'rers'Collegc.
For me it was a transt'er frorn tl're St .l<lscph's rvhlrtau to thc Palmerstolr North
Mdori Studies' whdrrau. arrcl unclcr thc tute lrgc ol' .lohtr Tapiata I was able to
tlourish. In hinclsight. as a yourlg Maori won'riur -urowit'tg up I t'eel privilegecl to
have been part ol'the many rich ancl rcwi.rrclinu cxpericnccs gainetl irr both these
institutions ancl in the type ol'constartt antl consistcnt sLlpport I receivecl l'rom my
whdnau.
After some years teaching. I returned to the Collcgc ol'llclttcation as a lecturer
teaching Prot'essional Stuclies ancl rvorking rvith rnuinly M5ori stuclent teachers in a
self-selectecl whdnau group. Tlrc irnpctus lor this tltcsis. tlrcn. has comc trom not
only my own personal backgrountl antlcxpcricnccs hut ulso l'rom tlrc N4aori stuclent
teachers whom I huvc workcrl with. My cxllcricncc hoth as u Mdori stuclellt
teacher. teacher. ancl tcuclrcr ccluc:,rtor. thcrclbrc. hus slrupccl rny contributioll to this
study.
Nd reira e te iwi
TEnd koutou. tenl koutou kat<ta.
vii
ABSTRACT
The present stucly sought to invcstigatc thc fact()rs thet at'lcct Muori stu(lent teachers
acaclemic anrl cultural self-e ftlcucy in a tclchcr crlucatiort proSramlne. ltlentityittg
these tactors is consiclcrecl irnportant tor clcvcloping appropriatc teacher eclucatiotr
programmes to better provicle lor this irrcrcesirrg pilpulltion 9f stuclcpt tcechcrs'
The target sarnple goul) arc N4eclri stuclcut tclcltcrs u'ho urc crrl-ollccl ir-r tlle gctlcral
teacher eclucation progrilllllllc at Tc l(Lrpcllgrl () tc iVlltuururlsa' Unclcrpirlrlipg t[e
cleveloprnent of these stuclcut leachcrs lics atr cxl)cclatiorr that tliey will provicle
Maori irrput i1 general eclucation schools arrcl progrutTtrles. basecl n]ainly on the tact
that they are Ir4lori. Ilnsurirrg that thcsc stutlcttt te eclrcrs arc tl-reretbrc cuiturally
coffipetent to clo so is irnpc)rlal]t il'succcss is to bc echicvccl for therlselves
personally. for Maori arrcl l-or Ncw Zcalalrtl socicty' A l'rat'trework has beerr
clevelope6 to assist ip cxarninirtg inlporti.lrt N'leori c()llccPts itr reletiot't to tcacller
eclucatiorr. The clevcl()plllcut in I(ure KrtrPulla lvl aori tcacher eclucatiott
progratnmes has rneapt rhat the pool ol'utrrrc ctrltut'ully colnpctcrrt Ir4lori stLlclent
teachers has been absorbctl intcr Ihtlsc progralnlrt:s' Thcrc rcnlaills' hor'vever' a
commitment to Meori stuclerrr teachcrs irr gcncral teacl')e r ctlucation to cotrtinue
achievement i' both Te Ao Mlori (thc l\4lori u'orltl) arrtlTc Ao Wlrinar'ri (the wiclcr
world).
This stucly analysecl [u,o kincls oI clata: i] survcy (ot'24 sttrclcnI tc;rchers) ancl lbnnal
interviews (ot lour ql' thc sLlrvcy participal'lts). Quantitative analysis were
integratecl with qualitative clata tiom thc inl'cryicu's'
In iclentitying tactors that al'l'ecl. the acadernic untl cultural selt'-efficacy of these
student teachers it becarne clcar thirt thcir serrsc t-rt'collcctivc e I'l'icacy was highly
influential in both contexts. Irr thc acaclemic conl.cxt howcvcr. it rvas given lesser
emphasis thap ip the cultttral contcxt. as work irr tfte acaclemic context i1 tlte mairr
required them to work inclcpcntlcrrtly. Tlrcsc sturlcnt tcache rs wcrc lrlorc inclinecl to
work in groups. to support crch ()thct's lcurrrirrg urtrl to cliscttss tasks amonSst
themselvcs. Thcsc lactgrs tcnclccl to rlcvclup in thcm u strongcr sensc ol'collcctivc
efticacy. Stuclent teachcrs who hucl cc)r'llc straiglrt l'rom scltool with tonnal
qualitications (Bursury) gcncrully displuyctl higlrcr lcvcls ctt'ircuclcmic sclt'-cl'ficacy'
However. many ha(l cntcrcrl collcgc with othct'quulil'ications such us wttrk
experience or suituhility lbr tcuclring :rncl tcntlctl to lruvc lrtwcr lcvcls ol'selt'-clticucy
in the acuclemic cotltcxt. Whilc thc rnujority ol'thcsc sturlcnt tcachcrs clairnecl to trc
capable learncrs, most ulso cluirnctl thc trcctl to tlcvclop skills und strategics thilt
coulcl hclp thcrn in lxrtfi thc :rcutlctlric ulrtlcttlturul curtcxts.
vlll
Achievement in Te Ao Mlori (thc Vldori rvorltl) was lbr all ol these stuclent
teachers a key issue. Yet. most cxprcsscrl quitc low lcvcls ol'-sell-el't'icacy irr this
context. I1 particular. thcse low lcvels ot' scll-cl'l'icacy rvere relatecl to their
competency in Te Reo Mlori arrcl Tikanga. I-luving high scll-efl'icacy is saicl tcr
provide higher levels ot'e[lort ancl pcrsevcrtncc in uctivitics (Barrtlura. 1986)-
Despite having generally lower levels ot'scll-cl'ficucy [or Te Recl Mdttri ancl
Tikanga, these stuclent teachcrs slrowe'cl pcrsistcncc ltrcl tlotivetion in lcaming abollt
their owl.r culture. Te lleo Miori. Tikarrga arrcl Whdrrau pxrvecl to be key sources irr
the developmerrt ol these stuclent teachers' cultural selt'-el'l'icacy.
lx
TABLE OF CONTENTS
Me tu au
He Mihi
Backgrourrcl Intonlation Aboul' Thc llcscurchcr
Abstract
Table of Contents
List of Tables
List of Figures
Chapter 1: Introduction
The col'ltcxt of thc stutlY
Chapter 2: Review of Literature
(ii)
( iii)
(v)
(vii)
(ix)
(xiii)
(xiv)
Ac aclemic sel t--e ['t'icacy
Sources o1' se I t'-c l'l'icecY
Past perlbnnal'lce accolllpl ishrnctrts
Vicarious exPericnccsVerbal PcrsuasiotrEmotional arousul
Measuring ac:tclcmic scl I -ct'llcacy
Collc'ctive se I l'-e ftlcucyCollectivc school e flicacY
Relatecl concepts ancl irr l'lucntg5 t)11 sc I l'-cl'tjcacy
AbilitYAttributiort thcorY
MotivationSeli-efl.icacy.stratcgyttseantlscll.-re8trIateclleamirrgSocial cctgrritive thcorv
Cultural selt'-e flicacYCultural minoritics in ccluction
Sources oI cu ltural scl ['-c l'tlcau^y
Devcloping u Mdori tcachcr cclucation liamework
I-le Fluarahi Ako lrrumcworkPou Tuatatri: #Te llco Mlori (l-,anguage)
Pou Tuarua: #Tikangl Mlori (customs)
Pou Tuatoru: #Kaupup:r Miori (Mi<.rri politics)
l)oulfuuwhu: #Ako (Mlori pcclagogy)
Tc Tllruhu: #WainruTc l)uPu: #Whini'ru
Summury ol' ctttturul sclt'-cl'ljcucy uttl tlrc culturul tiuncwork
Meori Eclucution atrd l{cscurch in Atttcurrul:klucution in trinlitional Mltrri socicty
Thc mirruc as an ucxlcrnic institution
A history of M3ori univcrsity grutluutcs
8
ilIIIIl2t2I-1
l4l6l1r818
I920?22i24?62929J_r
35
36i7
/3939404L4l4343
X
4446
Maori rcsearch
l?.esearch principlcs
Chapter 3: McthodologY
Airns o[ the researclr
Setting ancl research participantsCornbirrirrg rnethocls of rcscurch
Fielcl techrriqucsPart ici parrt obscrvat iotr
Phase one: Literature rcviewPhase two: The stlrvey
The qucstiotttraire
Phase three: Thc intcrvicr'vsValiclity antl rclialri I ityPiloting the questionnaircEthical corrsiclcrations ot' tlre stucly
Perceivccl outconcs ol stttclctrt parricip;rtiorl
Collaborirtiotr rvitlt otltcr N4eol'i ltrtl ecuclcrnic stut'f
AnalYsis of rcsults
Chapter 4: Results
Characterist ics o f M do ri .st tttictrt te uclr crs
Survey. irrtervicws urrcl purricipunt obscrvations
Acaclernic selt'-e I I'i cacyAcaclcrn ic sel t'-e fllcacy i ncl icators l'rom suruey
resultsAcadernic selt'-efl'icacy il1 context: Protcssional studies as
case stuclySummary o[ task onc: llcpon oI observatiol"ls
Surnmary of task two: TcstSumrnary ol'tu^sk thrcc: l)airccl oral prcsctttatiolls
SummarY ttl'tasksCollectivc el'licacy
A whitrau group
Factors corrtribttting to Mdori stu(lcnt tcacl'lers' acaclemic
selt'-et'llcacyExplai ning ucatlemic succcss
ExPlain ing ucaclcmic lailurcPlanning. uspirat ions atrcl uchicvcnrcnt
Stratcgicsl-canr i ng Prc ll'rcnccsStudcnt tcirchcr motivitt ion
l .carni rrg cnvi nrnnlcntAcutlcm ic sc I l'-c tlicucy: Intcrv icw purticipunts
Sumrnury o[ intcrvicw participants
Cultural consiclcrutions lor lcanring
Summury o[ ucuclcmic sclt'-cl licitcy rcsults
484852)_i54545-5
55
58
Cr0
61
6l62(t2
fii
65
65
66
66
68
68IU
7l73IJ
74
7475
75
767878797980838384
Cultural selt'-elticacyCultural self-ct'l'iclcy: survcv participunt rcsultsSources of culturul scll -cl'licucli
Ilc l-luaralii Ako l'ratlcwork[)ou tuutahi: #Tc llco VIaoril)ou tuarua: #Tikanga Muoril)ou tuatoru: #Kaupapa MeoriPou tuarvha: #AkoTc l-'apa: #WhdnauTc Tahuhu: #WairuaThe rnurac as a learuiug irrstitutiortCu ltu rul sel l'-c l-llcacy : Ilt tcrv ic w ptrt i c i paltLs
Surnrlury ot' irrtcrv icrv rcsp()nscs
Summlry ol'chirl)tcr
Chapter 5: Discussion and c<lnclusion
Characteristics ol' MIori stutlctrl. tcuchcrs
Acaclemic sell'-ctlicacySourccs ot' acllcrn ic scl l'-cl'l'icecv
Collective efticacvA'Wharrau groupKaupapu husccl rvhr.rnru
Other relatccl cotrtril'luting ILtctors to l\'llori stttclctrt
teachers' sell'-c t'llcucvAttributiclrrl)lanrrirrg. uspirttions ancl rchicvcrncntStrategiesStuclerrt tcacher nrotivat ionM lori pecla-togical pre I'crcrrccs
Cultural sell'-elficucyMlori stuclent tcachers' sourccs ol' culturtl sclt'-efl'icacy
Pou tuutalri: #Tc lleo Mloril)ou tuurua: #Tikunga N4ioril)ou tuatoru: #Kaupapa Mloril)ou tuawhu: #AkoTc l)apa: #WhxrtauTc Tlhuhu: #WuiruaSurnnrury l-lc l-luuralri Ako: A MloricclucationItarncwork
ConclusionSummury ol' ucuclcm ic sell'-c l'licucySunrmary o I' cu lturul sc I l'-cl'licucy
Acutlcrnic unrl cttlturul scll:cl'licucy u ctnrpurutiveovcrvicwl,irlitutiorrs ol' this sturlyl)crccivcd cnlturul tcnsions
XI
8rl84tJ-5
8(r
8687
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9:l94c)6
96
999999
102I n')
103
104
l0'1t0-5
105
106106107
107
r09nll12ll31r31t4
lt5ll6ll6il7
tl7ilrllln
xii
Apperrclixes
Appenclix A: QLrcstiorrtruircsAppenclix 13: Surve Y qlresti()l'l
Apperrclix C: Itrlbrmll'iotr Shcct
Bibliography
nlt-1 /
l4l
l4-5
LIST OF TABLES
I:le Fluarahi Ako l\'antework
Maori stuclcttt tc achc r c/?11)llle/lis I't y p r<tg rantntc'
ycar grcup. uncl I'tv lirst ycar gtoult in 1997
Description t> l' I i rst v c ar gcnc rzl eclu c at io tt p rogratTlne
Miori student teachcr participants Ity: gender, age' spousd'
children and Ir4 l<>ri Stur/rc's n"ta-ior
Surveygucsllolls sciccfer/ to rcprcsent inclicatiotts of the
ov cral I ac aclcn't i c sc I t -c t ti c :tcy o l' t he p a rl i c i p rt'tls
Acaclentic sclt'-cl'l'icacy /t:.s/)o,l.s(:.s lnlnt tltc suruev panici\tutts
Survey rc.?otl.sc.s to lask otlc-'olr'scrvittg :t cltiltl
Survey resp(),l.sc's Io rJ.sk lwo.' tc.sl
Survey rcspo/l.s(:.s u) usk lhrcc: oral prcsctttJtiotl'
working in pairs
Part ic i p ut r s' :tt t r i b u t i tt ns /irr pcrsoI t ;t I ;tc ul c nt i c succcss
Gtent #30)
Patticip ants' att ribu r io tls lbr- pe rrcrt ul ucadcnt i c fai lu re
(itent #31)
Top five motivating /itclor.s lrom survey ('itent # 32)
Acaclent ic se I I'- e f !'i c ac y rc.s/x)rl.sc.$ l'nnn the i nte rv i ew
participutts
Cul tural sc I t'-c l't'icacy ilc.trl.s /itlrl l hc tlucst i<>n nai rc
Cultural sc|!'-cl'Iicacy rc.?(xr.sc.s littnt lltc suNcy
particiPants
Cultu ral scl I'-c t'l'i c ac y rc'.Vr)rtsc.s l'ront thc i ntc rv icw
particiPttnts
xiii
-)'
)U
Table i
Table 2
Table 3
Table 4
Table 5
Table 6
Table 7
Table 8
Table 9
Table l0
Table
Table
Table
Table
Table 15
51
(')()
61
(r9
1l
12
15
ll
12
l3
l4
76
79
80
84
85
9.5
xtv
Figure 1'
Figure 2.
Figure 3.
Figure 4.
LIST OF FIGURES
Mainsoltrccsol-sclt.-ct.t.icecy(irrput)atrclcilrrcsl-l<ltltlit-tgpossibilitics (oLttPLtts )
An exarnplc tll'ltou' scll'-ct'l'icacy lllilv lrc crtectctl by
stucleuts whilc ctrrlrplctirrg utl ecltlctnic tilsK
Iractors rclatccl to scl t -cfl'icuclt
A pictorial rcprcscntrtiotr (rvlrerctrtri) ot'tle I'luarahi Ako:
a Maori te achcr ctlrtcltiotr t'runcu'ot'k
l0
I-1
t1
-rI