Ko te ahurea, tuakiri, me te mātauranga he mea tātari

ake mai i te 72 tauira Māori kei Te Kunenga ki Pūrehuroa.

He mea whakarite ake rātau i roto i ngā rarau whakarite.

Ko te āhua o ngā wāhi e whakauaua i ngā mahi akoranga

mā ngā tauira he mea āta tātari. Ko te tūhono i waenganui

i aua āhuatanga whakauaua ki ngā tauira me te whai i te

mātauranga he mea āta tātari kia kitea ai te taha ahurea,

tuakiri hei āwhina atu i a rātau. Ko ngā kite nui inā, (a)

kei te kitea ngā uaua mā ngā tauira me te mahi whai i te

mātauranga: me (e) e kitea ai kei te heke a rātau aro

matawai, kei te uaua te whai i te mātauranga mehe kāre

i te pakari te taha ahurea, tuakiri o te tauira, inā pakari

te taha ahurea tuakiri o te tau ira e hiki ai ana a rātau aro

matawai.

Ahakoa anō te titiro whāiti o tēnei kaupapa rangahau

he mea nui tonu ngā kitenga mā ngā tauira Māori, mā

rātau e whakangungua ana i roto i ēnei taumata

mātauranga, me rātau e whakapakari, e whakatinana i

ngā kaupapa whakaū mātauranga.

Cultural identity and academic achievement were

investigated among a non-random sample of 72

undergraduate Māori university students studying at

Massey University. The types of study-related problems

were identified that were most prevalent for these students.

The relationship between student problems and academic

achievement was then examined to assess the degree to

which cultural identity moderates this relationship. 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 student problems had little negative

effect on grade point average. Despite 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.