Abstract
The purpose of the study was to construct and confirm the learning success models for aboriginal and Han college students. The samples of the research were 215 aboriginal and 360 Han forth grade female students of the five years nursing program in a multiracial dormitory institute of technology.
The research data was collected by quantitative methods. All participants completed a self-developed questionnaire for the college student learning success study. T-test were used to analyze the differences among all the factors. For the goodness of the model-fit, the structural equation modeling (SEM) was used to confirm for the aboriginal students’ and the Han students’ models.
The findings of the research are:
- The variables that the Han college students scored significantly higher than the aboriginal college students are: first semester grades of freshmen, academic involvement and academic performance.
- The goodness of model-fit for the aboriginal students and Han students learning success models are reasonable. And only the direct effect from academic involvement to psychosocial development is significant in the Han students’ model and not in the aboriginal students’. All the other direct effects are significant in both racial groups.
Finally, recommendations for practice and for further research are presented.
| Keywords: | aboriginal college student; Han college student; learning success; academic involvement; social involvement |
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