期刊名称：Brock Education : a Journal of Educational Research and Practice
印刷版ISSN：1183-1189
出版年度：2014
卷号：23
期号：2
页码：24-46
DOI：10.26522/brocked.v23i2.316
出版社：Brock University
摘要：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 non-Aboriginal Canadians. The current study explored the relationships between multidimensional self-concept, perceived strengths and academic achievement among a sample Aboriginal and non-Aboriginal students. 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 are explored within the context of existing research and theory.
