The mathematics education experiences of Aboriginal high school students has
received little research attention. Ten urban Aboriginal high school students in Victoria, BC facilitated a narrative qualitative inquiry. Bandura’s (1986) four sources of selfefficacy and social cognitive theory were used to examine the students’ stories.
Performance mastery experiences were found to dominate the formation of students’
sense of competence. Experiences were centrally impacted by students’ affective
domain. The importance of relationality and an inter-connection between all four sources
of self-efficacy are also noted. Implications for future research and practice are provided.
| Identifer | oai:union.ndltd.org:uvic.ca/oai:dspace.library.uvic.ca:1828/3103 |
| Date | 15 November 2010 |
| Creators | Fisher, Kate |
| Contributors | Francis-Pelton, Leslee |
| Source Sets | University of Victoria |
| Language | English, English |
| Detected Language | English |
| Type | Thesis |
| Rights | Available to the World Wide Web |
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