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      • University of Waikato Research
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      • Māori & Psychology Research Unit
      • Proceedings of the National Māori Graduates of Psychology Symposium 2002
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      •   Research Commons
      • University of Waikato Research
      • Arts and Social Sciences
      • Māori & Psychology Research Unit
      • Proceedings of the National Māori Graduates of Psychology Symposium 2002
      • View Item
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      Cultural identity and academic achievement among Māori undergraduate university students

      Bennett, Simon T.
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      Bennett, S. (2003) Cultural identity and academic achievement among Māori undergraduate university students. In Nikora, L.W., Levy, M., Masters, B., Waitoki, W., Te Awekotuku, N., & Etheredge, R.J.M. (Eds). (2003). The Proceedings of the National Māori Graduates of Psychology Symposium 2002: Making a difference. Proceedings of a symposium hosted by the Māori & Psychology Research Unit at the University of Waikato, Hamilton, 29-30 November 2002 (pp.57-63). Hamilton, New Zealand: Māori and Psychology Research Unit, University of Waikato.
      Permanent Research Commons link: https://hdl.handle.net/10289/845
      Abstract
      Cultural identity and academic achievement were investigated among a nonrandom

      sample of 72 undergraduate Māori university students studying at Massey

      University. Student problems were examined to identify the types of difficulties

      most prevalent among this population. The degree to which cultural identity

      moderates the relationship between student problems and academic achievement

      was then examined. Major findings were that (a) there is a consistent negative

      relationship between student problems and academic achievement; and (b) cultural

      identity moderates the effect of student problems on academic achievement, in that:

      a high degree of problems were associated with decreases in grade point average

      among respondents with low cultural identity; while among respondents with high

      cultural identity, high levels of student problems had little negative effect on grade

      point average. Despite the study having limitations, the findings have important

      implications for Māori students, deliverers of tertiary education, tertiary education

      providers, and those involved in the development and implementation of tertiary

      education policy.
      Date
      2003
      Type
      Conference Contribution
      Publisher
      Maori and Psychology Research Unit, University of Waikato
      Collections
      • Proceedings of the National Māori Graduates of Psychology Symposium 2002 [26]
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