Hayes, Leila (2008) Measuring Self-Identity in Indigenous School Children. Honours thesis, University of Southern Queensland. (Unpublished)
Abstract
Education in the formal sense is a right for all Australian children, and consequently generates tremendous life opportunities. However, academic success is generally lower for Australian Indigenous students in comparison to non-Indigenous students. Academic achievement is improved by many factors, including, a positive self-identity. The aim of this study was to identify any low scoring self-identity domains for Indigenous students in this study in comparison with scores obtained for non-Indigenous students in a previous study. A further aim of this study was to provide baseline data against which a proposed intervention to enhance self-identity could be measured. This study was conducted in cooperation with Indigenous personnel at Education Queensland. The 213 participants were Indigenous students from State Primary and High schools in the Toowoomba and Darling Downs region of Queensland. Scores for Global self-concept and the self-concept domains: Math, Reading, Self-Acceptance/Peer, Family, Perceived Determination and Perceived Usefulness of Math and Reading, were obtained for the Indigenous students using the Positive Identity Questionnaire, v2 (PIQ-2). A series of one-way between subjects ANOVAs identified key differences among subgroups of participants, according to grade level and ethnicity. Global self-concept was significantly higher for the Indigenous Primary school students in comparison to the Caucasian Primary school students. Reading self-concept was significantly lower for the Indigenous high school students in comparison to the Caucasian high school students. Also, results of a two-way between subjects ANOVA found that Global selfconcept and some self-concept domains (Reading, Self-Acceptance/Peer), for Indigenous participants decreased from upper primary school (grades 4-7) to lower high school (grades 8-10). Results of the two-way between subjects ANOVA found no significant effect of gender on self-concept scores for the Indigenous participants. Given the lower Reading self-concept identified for the Indigenous students, it is recommended that the Reading self-concept be targeted in intervention programs. Based on the findings of this study, the PIQ-2 provides a valuable tool for measuring self-concept among school students, and will also be valuable, therefore, when assessing the effectiveness of educational interventions designed to enhance self-identity and thereby improve the school success of Indigenous students.
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| Item Type: | Thesis (Non-Research) (Honours) |
|---|---|
| Item Status: | Live Archive |
| Additional Information: | Current UniSQ staff and students can request access to this thesis. Please email research.repository@unisq.edu.au with a subject line of SEAR thesis request and provide: Name of the thesis requested and Your name and UniSQ email address |
| Faculty/School / Institute/Centre: | Historic - Faculty of Sciences - Department of Psychology (Up to 30 Jun 2013) |
| Supervisors: | Majella Albion |
| Qualification: | Bachelor of Science (Honours) |
| Date Deposited: | 18 Nov 2025 23:33 |
| Last Modified: | 18 Nov 2025 23:33 |
| Fields of Research (2008): | 17 Psychology and Cognitive Sciences > 1799 Other Psychology and Cognitive Sciences > 179999 Psychology and Cognitive Sciences not elsewhere classified |
| Fields of Research (2020): | 52 PSYCHOLOGY > 5299 Other psychology > 529999 Other psychology not elsewhere classified |
| URI: | https://sear.unisq.edu.au/id/eprint/52401 |
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