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

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96

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102I n')

103

104

l0'1t0-5

105

106106107

107

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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