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Self-Beliefs and Behavioural Development as Related to Academic Achievement in Canadian Aboriginal Children

University of Alberta, LBaydala{at}cha.ab.ca

Carmen Rasmussen

University of Alberta

June Birch

Simon Fraser University

Jody Sherman

University of California, Berkeley

Erik Wikman

University of Alberta

Julianna Charchun

University of Alberta

Merle Kennedy

University of Alberta

Jeffrey Bisanz

University of Alberta

The authors explored the relationship between measures of self-belief, behavioural development, and academic achievement in Canadian Aboriginal children. Standardized measures of intelligence are unable to consistently predict academic achievement in students from indigenous populations. Exploring alternative factors that may be both predictive and amenable to improvements with interventions is therefore important in order to address the growing educational disparity in Canadian Aboriginal children. In this study, significant correlations were found between the Self-Perception Profile for Children rating of behavioural conduct and close friendships, the Behavior Assessment Scales for Children ratings of leadership and study skills, and the Wechsler Individual Achievement Test measures of academic achievement. A school environment that provides opportunities for developing social skills and creating friendships as well as culturally appropriate interventions that support the development of leadership and study skills may provide Canadian Aboriginal children with the tools they need to achieve academically.

Key Words: Aboriginal education • academic achievement • social skills • friendships • leadership • study skills

Canadian Journal of School Psychology, Vol. 24, No. 1, 19-33 (2009)
DOI: 10.1177/0829573509332243


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