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ERIC Number: EJ1050131
Record Type: Journal
Publication Date: 2015
Pages: 20
Abstractor: As Provided
Reference Count: 49
ISBN: N/A
ISSN: ISSN-0144-3410
Discipline Social Identification, Study Norms and Learning Approach in University Students
Smyth, Lillian; Mavor, Kenneth I.; Platow, Michael J.; Grace, Diana M.; Reynolds, Katherine J.
Educational Psychology, v35 n1 p53-72 2015
Adopting a deep approach to learning is associated with positive academic outcomes. In the current paper, we extend this analysis in a university context by recognising that learners are not isolated individuals, but share important social identifications with others. Using online surveys at an Australian university, we examine the effects of discipline social identification and educational norms on the adoption of learning approaches. Students from a range of academic disciplines indicated their social identification with their discipline, their perceptions of peer norms within their discipline of study, and what their own learning approaches were. Results demonstrate a significant role of discipline-related social identification in predicting learning approaches, even after controlling for personal factors and quality of teaching. Moreover, perceived norms moderated this effect. Students' approaches to learning are affected not simply by their salient self-concepts, but by their salient "discipline-related" self-concepts and the norms embodied in the learning environment.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia