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This study examines the relationship between Tongan students’ attitudes and beliefs towards their school experiences and their academic achievement on the high-stakes National Certificate of Educational Achievement (NCEA) assessments in English and mathematics. Data were obtained from using previously published self-reported inventories on a sample of Tongan senior students in New Zealand secondary schools. Confirmatory factor analysis of students’ conceptions found good fit measurement models for each domain (teaching, learning, and assessment). Structural equation modelling was used to identify the effect of the various beliefs upon students’ total score in each subject and upon internal and externally assessed performance. It was noted that different beliefs became statistically significant predictors of performance, depending on the subject and type of assessment. Nonetheless, all three constructs played some role in at least one subject. A small-to-moderate proportion of variance in NCEA performance could be attributed to student beliefs, suggesting that efforts to help students adopt adaptive beliefs will have beneficial consequences for those students.

Tongan secondary students’ conceptions of schooling in New Zealand relative to their academic achievement