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An Aboriginal worldview lens frames motivation across four learning quadrants: awareness, knowledge, continuous improvement, and perseverance, informing implications for educators.",{"@graph":14,"@context":76},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/motivators-of-educational-success-perceptions-of-grade-12-aboriginal-students/596583/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/motivators-of-educational-success-perceptions-of-grade-12-aboriginal-students/596583.png","ImageObject",300,407,{"name":42,"@type":43},"Muffet","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-25","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":30},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68,72],{"name":59,"@type":60,"acceptedAnswer":61},"What is the paper’s main purpose?","Question",{"text":62,"@type":63},"To identify motivators that support educational success as perceived by Aboriginal high school students enrolled in two urban Saskatchewan schools.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How was student motivation investigated?",{"text":67,"@type":63},"Twelve semi-structured individual interviews were analyzed, and findings were interpreted through an Aboriginal worldview lens.",{"name":69,"@type":60,"acceptedAnswer":70},"What learning quadrants shape students’ motivation in this study?",{"text":71,"@type":63},"Motivation is described through four quadrants: awareness (physical), knowledge (mental), continuous improvement (emotional), and perseverance (spiritual).",{"name":73,"@type":60,"acceptedAnswer":74},"What implication does the paper draw for educators?",{"text":75,"@type":63},"Educators should incorporate features of Aboriginal pedagogy into teaching to better support Aboriginal students’ educational success.","https://schema.org",{"og:url":32,"og:type":78,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":80,"canonical":32},"index,follow",{"doc_id":82,"site_id":7},596583,1792251991,{"code":4,"msg":85,"data":86},"success",[87,91,95,99,104,109,114,118,123,126,130],{"id":22,"doc_module":4,"doc_module_name":25,"category_name":88,"show_sort_weight":89,"slug":90},"Story & Novel",90,"story-novel",{"id":26,"doc_module":4,"doc_module_name":25,"category_name":92,"show_sort_weight":93,"slug":94},"Literature",80,"literature",{"id":33,"doc_module":4,"doc_module_name":25,"category_name":96,"show_sort_weight":97,"slug":98},"Exam",70,"exam",{"id":100,"doc_module":4,"doc_module_name":25,"category_name":101,"show_sort_weight":102,"slug":103},5,"Comic",60,"comic",{"id":105,"doc_module":4,"doc_module_name":25,"category_name":106,"show_sort_weight":107,"slug":108},6,"Technology",50,"technology",{"id":110,"doc_module":4,"doc_module_name":25,"category_name":111,"show_sort_weight":112,"slug":113},7,"Healthcare",40,"healthcare",{"id":115,"doc_module":4,"doc_module_name":25,"category_name":29,"show_sort_weight":116,"slug":117},8,30,"research-report",{"id":119,"doc_module":4,"doc_module_name":25,"category_name":120,"show_sort_weight":121,"slug":122},9,"Religion & Spirituality",20,"religion-spirituality",{"id":121,"doc_module":4,"doc_module_name":25,"category_name":124,"show_sort_weight":121,"slug":125},"World Cup","world-cup",{"id":127,"doc_module":4,"doc_module_name":25,"category_name":128,"show_sort_weight":127,"slug":129},10,"Lifestyle","lifestyle",{"id":131,"doc_module":4,"doc_module_name":25,"category_name":132,"show_sort_weight":100,"slug":133},19,"General","general",{"code":4,"msg":85,"data":135},{"doc_id":82,"user_id":136,"nickname":42,"user_avatar":137,"doc_module":4,"category_id":115,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":138,"file_id":139,"file_url":140,"file_type":141,"file_size":142,"view_count":30,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":143,"language":144,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":145,"faqs":146,"seo_title":147,"seo_description":12,"update_tm":148,"read_time":149},962090768927,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","Motivators of Educational Success: Perceptions of Grade 12 Aboriginal Students  \nJane P. Preston  \nUniversity of Prince Edward Island  \nTim R. Claypool  \nUniversity of Saskatchewan  \nAbstract  \nThe purpose of this paper is to identify motivators that support educational success, as perceived by Aboriginal high school students enrolled in two urban Saskatchewan schools. Twelve semi-structured individual interviews revealed that students were motivated by a hospitable school culture, relevant learning opportunities, and positive personal influences outside the realm of the school (e.g., family role models and Elder influence) . Utilizing an Aboriginal worldview lens, student motivation stemmed from experiencing four quadrants of learning—awareness (physical), knowledge (mental), continuous improvement (emotional), and perseverance (spiritual) . An implication is that educators need to incorporate features of Aboriginal pedagogy when teaching.  \nKeywords: motivational learning, Aboriginal high school students, Aboriginal worldview  \nCANADIAN JOURNAL OF EDUCATION 36:4 (2013)©2013 Canadian Society for the Study of Education/ Société canadienne pour l’étude de l’éducation  \n[http://www.cje-rce.ca](http://www.cje-rce.ca)  \nPrécis  \nCet article vise à identifier les facteurs de motivation qui soutiennent la réussite éducative, selon la perception d’étudiants autochtones de niveau secondaire, inscrits dans deux écoles saskatchewanaises situées en milieu urbain. Nous offrons une revue de la littérature axée sur l’apprentissage motivationnel et actif. Une douzaine d’entrevuesindividuelles semi-structurées ont révélé que les étudiants étaient motivés par une culturescolaire accueillante, des possibilités d’apprentissage pertinentes et des expériences personnelles vécues à l’extérieur du milieu scolaire. Lorsqu’on utilise une vision du monde autochtone, la motivation de l’étudiant découle alors des quatre quadrants d’apprentissage—la conscience (physique), la connaissance (mental), l’amélioration continue (émotionnel) et la persévérance (spirituel) . Conséquemment, les éducateurs doivent incorporer des caractéristiques de la pédagogie autochtone à leur enseignement.  \nIntroduction  \nOne of the latest reports to surface from a federally appointed Canadian panel of policy experts provides a clear message—the quality and provision of education for Canada’s Aboriginal peoples requires vast improvement (Haldane, Lafond, & Krause, 2012). Many additional Canadian reports have made a similar point (e.g., Howe, 2011; Mendelson, 2008; Richards & Scott, 2009; Royal Commission on Aboriginal Peoples, 1996; Sharpe & Arsenault, 2009) . The changes needed to improve Aboriginal education require urgent political, financial, curricular, and pedagogical attention, a process that necessitates collaborative efforts among Canadian leaders and educators. Interestingly, though, as government leaders, policy makers, school administrators, and classroom teachers attempt to ameliorate the educational experiences of Aboriginal students, a key group of Aboriginal stakeholders whose voices are muffled is the Aboriginal students themselves. Through this paper, we attempt to address the lack of attention given to Aboriginal students and their perceptions about education.  \nThe purpose of this paper is to identify motivators that support educational success, as perceived by 12 Aboriginal high school students enrolled in two urban Saskatchewan schools. Analyzing the findings through an Aboriginal worldview, we found the students’motivation to learn was enhanced through experiencing four quadrants of learning—awareness (east, physical), knowledge (south, mental), continuous improvement (west, emotional), and perseverance (north, spiritual). The findings ofthis study may be of particular interest to educational policy makers, senior educational leaders, principals, and educators who promote the educational success and well-being of Aboriginal students.  \nBefore we present th","cbCaigXrIVfVpKm7","https://ap.wps.com/l/cbCaigXrIVfVpKm7","pdf",245892,23,"English","# Abstract\n# Introduction\n## Background: Motivational Learning","[{\"question\":\"What is the paper’s main purpose?\",\"answer\":\"To identify motivators that support educational success as perceived by Aboriginal high school students enrolled in two urban Saskatchewan schools.\"},{\"question\":\"How was student motivation investigated?\",\"answer\":\"Twelve semi-structured individual interviews were analyzed, and findings were interpreted through an Aboriginal worldview lens.\"},{\"question\":\"What learning quadrants shape students’ motivation in this study?\",\"answer\":\"Motivation is described through four quadrants: awareness (physical), knowledge (mental), continuous improvement (emotional), and perseverance (spiritual).\"},{\"question\":\"What implication does the paper draw for educators?\",\"answer\":\"Educators should incorporate features of Aboriginal pedagogy into teaching to better support Aboriginal students’ educational success.\"}]","Motivators of Educational Success: Perceptions of Grade 12 Aboriginal Students | PDF",1792083344,58]