A Comparison of Aboriginal and Non-Aboriginal Students on the Inter-Related Dimensions of Self-concept, Strengths and Achievement

Oct 15, 2026

Upload by Ben

Self-concept is closely linked to students’ academic and psychosocial outcomes, making its influencing factors especially important for Aboriginal learners who often experience poorer results than non-Aboriginal Canadians. This quantitative study examines how multidimensional self-concept, perceived strengths, and academic achievement relate among Aboriginal and non-Aboriginal students. Theory on self-perception development supports the framework and interpretation, with results showing broadly similar levels across groups but different strengths shaping general self-concept.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages23

Reading Time58 min

AccessFree to download

Abstract

Introduction

Self-concept and academic outcomes

Aboriginal students and research gaps

A Comparison of Aboriginal and Non-Aboriginal Students on the Inter-Related Dimensions of Self-concept, Strengths and Achievement Jessica Whitley University of Ottawa Edward Rawana Keith Brownlee Lakehead University Abstract Self-concept has been found to play a key role in academic and psychosocial outcomes for students. Appreciating the factors that have a bearing upon self-concept may be of particular importance for Aboriginal students, many of whom experience poorer outcomes than nonAboriginal Canadians. In this study, we conducted a quantitative analysis of the relationships between multidimensional self-concept, perceived strengths, and academic achievement among a sample of Aboriginal and non-Aboriginal students. Theories of self-perception development proposed by Marsh, Harter and Eccles were drawn upon to both frame the study and interpret the results. Results indicated that perceived self-concept and strengths were largely similar across groups. However, students in the two groups drew on different strengths to comprise their general self-concept. Findings were explored within the context of existing research and theory and educational implications werepresented. Keywords: Self-concept, Strengths Assessment, Aboriginal students, Academic achievement Jessica Whitley is an Associate Professor of Inclusive Education at the University of Ottawa. Her research focuses on documenting, identifying influences on, and developing interventions related to students’ psychosocial and mental health functioning. She teaches courses in Inclusive/Special Education and also co-leads a research unit on Comprehensive School Health. [jwhitley@uottawa.ca](jwhitley@uottawa.ca) Edward Rawana is an Associate Professor in the Department of Psychology at Lakehead University. He is also Director of the Lakehead Site of the Centre of Education and Research on Positive Youth Development (CERPYD) . He is a practicing psychologist with 25 years of experience working with children, adolescents and their families. His research area focuses on the assessment and use of student strengths in treatment and education. [erawana@lakeheadu.ca](erawana@lakeheadu.ca) Keith Brownlee is a Professor in the School of Social Work at Lakehead University and is the Director of Research for the Centre of Education and Research on Positive Youth Development (CERPYD) . His area of interest includes clinical work with families and children with an emphasis on personal strengths. [kbrownle@lakeheadu.ca](kbrownle@lakeheadu.ca) Introduction The development of a positive general self-concept is an important outcome for students in Canadian schools. Self-concept has been found to play a key role for students in academic achievement, both as a direct or reciprocal influence (Areepattamannil, & Freeman, 2008; De Fraine, Van Damme & Onghena, 2007; Guay, Marsh & Boivin, 2003;) and as an important factor in school engagement (Caraway, Tucker, Reinke, & Hall, 2003; Singh, Chang, & Dika, 2008) . Studies have also found that students with a positive self-concept, as one measure of psychosocial adjustment, have higher grades and lower levels of alcohol and drug use, depression, and anxiety (Craven & Marsh, 2008; Deihl, Vicary, & Dieke, 1997; Felner, Brand, & George, 1999; Marsh & Craven, 2006; Marsh, Hau & Kong, 2002; Resnick et al., 1997; Zimmerman, Copeland, Shope, & Dielman, 1997) . More specifically, a positive academic selfconcept influences academic behaviours such as persistence on academic tasks, motivation, academic choices, educational aspirations, and subsequent achievement (Marsh, Byrne, & Shavelson, 1988; Marsh & O’Mara, 2008; Marsh & Yeung, 1997; Skaalvik & Rankin, 1995) . Marsh and his colleagues (Green, Nelson, Martin, & Marsh, 2006; Guay, Marsh & Boivin, 2003; Marsh, Hau & Kong, 2002) have found support for the Reciprocal Effects Model, which stipulates that academic self-concept shares a “reciprocal and mutually reinforcing causal rel

FAQs

What is the purpose of the study comparing Aboriginal and non-Aboriginal students?

The study compares Aboriginal and non-Aboriginal students on academic achievement, self-concept, and student strengths, aiming to clarify similarities and differences in how these constructs relate.

Which theoretical approach is used to frame and interpret the results?

The study draws on self-perception development theories proposed by Marsh, Harter, and Eccles to both frame the analysis and interpret findings.

What key findings were reported about self-concept and perceived strengths across groups?

Perceived self-concept and strengths were largely similar across groups, but students in each group used different strengths to form their general self-concept.

Oct 15, 2026

Upload by Ben