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ERIC Number: EJ932915
Record Type: Journal
Publication Date: 2011
Pages: 16
Abstractor: As Provided
Reference Count: 68
ISBN: N/A
ISSN: ISSN-0144-3410
The Role of Social Identification as University Student in Learning: Relationships between Students' Social Identity, Approaches to Learning, and Academic Achievement
Bliuc, Ana-Maria; Ellis, Robert A.; Goodyear, Peter; Hendres, Daniela Muntele
Educational Psychology, v31 n5 p559-574 2011
This article describes research exploring the relationship between students' self-perceptions in the context of university learning (i.e. student social identity), their approaches to learning, and academic achievement. The exploration of these inter-related aspects requires a mix of theoretical approaches, that is, in this research both social identity perspective from social psychology and the student learning research framework are used to explore student identity and learning in the context of higher education. Two structural equation models drawing on both these theoretical frameworks were tested. In the first of these models, deep approaches to learning are positively associated with students' social identification as university student and positively predict academic achievement. In the second model, surface approaches to learning are negatively associated with students' social identification and negatively predict academic achievement. The mediational roles of deep and surface approaches to learning in the relationship between student social identity and academic achievement are also explored. (Contains 3 figures.)
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
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A