The European Journal of Social & Behavioural Sciences
Online ISSN: 2301-2218
European Publisher
Do Student Beliefs Differ by Ethnicity? Exploring self-perceptions
Table 1: Means and standard deviations for student beliefs (self-concept, motivation in reading and math, attribution, perceptions of class climate and personal expectations) by ethnicity
| European | Maori | Pasifika | Asian | Total | |
| (n = 1006) | (n = 403) | (n = 354) | (n = 334) | (n = 2165) | |
| Self-concept | |||||
| Reading | 4.00 (.91) | 3.77 (.97) | 3.90 (.85) | 3.91 (.85) | 3.92 (.91) |
| Math | 3.48 (1.06) | 3.72 (1.02) | 3.76 (.95) | 3.96 (.97) | 3.67 (1.04) |
| General academic | 3.59 (.83) | 3.65 (.85) | 3.71 (.78) | 3.76 (.81) | 3.65 (.82) |
| Peer relations | 3.66 (.86) | 3.73 (.86) | 3.63 (.83) | 3.39 (.85) | 3.63 (.86) |
| Personal worth | 3.95 (.69) | 3.93 (.75) | 3.93 (.69) | 3.89 (.70) | 3.93 (.70) |
| European | Maori | Pasifika | Asian | Total | |
| (n = 1013) | (n = 406) | (n = 354) | (n = 335) | (n = 2176) | |
| Reading motivation | |||||
| Perceived competence | 3.74 (.93) | 3.47 (.94) | 3.50 (.86) | 3.56 (.85) | 3.61 (.92) |
| Self-efficacy | 4.01 (.84) | 3.90 (.88) | 3.91 (.82) | 3.91 (.81) | 3.96 (.84) |
| Mastery goals | 4.26 (.81) | 4.27 (.83) | 4.27 (.78) | 4.36 (.70) | 4.46 (.63) |
| Performance goals | 3.63 (.96) | 3.62 (.93) | 3.63 (.92) | 3.49 (.96) | 3.61 (.95) |
| Intrinsic value | 3.73 (.96) | 3.64 (1.04) | 3.77 (.93) | 3.74 (.92) | 3.72 (.96) |
| Utility value | 4.03 (.91) | 3.83 (.93) | 3.92 (.86) | 4.05 (.79) | 3.98 (.88) |
| European | Maori | Pasifika | Asian | Total | |
| (n = 1013) | (n = 406) | (n = 354) | (n = 334) | (n = 2175) | |
| Math motivation | |||||
| Perceived competence | 3.30 (1.03) | 3.44 (.96) | 3.40 (.94) | 3.79 (.93) | 3.43 (1.00) |
| Self-efficacy | 3.69 (.95) | 3.86 (.88) | 3.91 (.84) | 4.10 (.84) | 3.83 (.91) |
| Mastery goals | 4.24 (.83) | 4.28 (.77) | 4.30 (.75) | 4.51 (.69) | 4.31 (.79) |
| Performance goals | 3.47 (1.01) | 3.73 (.94) | 3.70 (.96) | 3.68 (.99) | 3.60 (.99) |
| Intrinsic value | 3.37 (1.11) | 3.66 (1.02) | 3.78 (.97) | 3.87 (1.03) | 3.78 (.97) |
| Utility value | 3.80 (.95) | 3.89 (.95) | 3.97 (.88) | 4.23 (.82) | 3.92 (.93) |
| European | Maori | Pasifika | Asian | Total | |
| (n = 1013) | (n = 406) | (n = 354) | (n = 334) | (n = 2175) | |
| Motivation | |||||
| Attribution | 3.02 (1.11) | 3.36 (1.08) | 3.44 (1.07) | 3.13 (1.10) | 3.18 (1.11) |
| European | Maori | Pasifika | Asian | Total | |
| (n = 1002) | (n = 399) | (n = 354) | (n = 332) | (n = 2155) | |
| Class climate | |||||
| Teacher academic support | 4.36 (.70) | 4.34 (.75) | 4.35 (.76) | 4.32 (.67) | 4.35 (.72) |
| Teacher personal support | 3.94 (.86) | 3.87 (.85) | 3.84 (.96) | 3.93 (.77) | 3.91 (.87) |
| Peer academic support | 3.31 (.98) | 3.41 (.99) | 3.55 (1.02) | 3.28 (.90) | 3.36 (.99) |
| Peer personal support | 3.71 (.87) | 3.71 (.87) | 3.66 (.85) | 3.70 (.82) | 3.70 (.86) |
| Academic competence | 3.87 (.85) | 3.85 (.87) | 3.78 (.84) | 3.98 (.81) | 3.87 (.85) |
| Satisfaction with school | 3.95 (.94) | 4.11 (.96) | 4.25 (.86) | 4.28 (.76) | 4.09 (.91) |
| European | Maori | Pasifika | Asian | Total | |
| (n = 1006) | (n = 405) | (n = 354) | (n = 334) | (n = 2167) | |
| Expectations | |||||
| Personal expectations | 3.85 (.70) | 3.89 (.71) | 3.93 (.69) | 3.94 (.69) | 3.89 (.70) |
| Too high expectations | 2.78 (.90) | 3.09 (.84) | 3.20 (.79) | 2.70 (.84) | 2.90 (.88) |