Publication Cover
Educational Psychology
An International Journal of Experimental Educational Psychology
Volume 35, 2015 - Issue 1
2,201
Views
32
CrossRef citations to date
0
Altmetric
Articles

Discipline social identification, study norms and learning approach in university students

, , , &
Pages 53-72 | Received 15 Nov 2012, Accepted 03 Jul 2013, Published online: 05 Aug 2013

References

  • Aiken, L. S., & West, S. G. (1996). Multiple regression testing and interpretation. Newbury Park, CA: Sage.
  • Artino, A. R., Rochelle, J. S. L., & Durning, S. J. (2010). Second-year medical students’ motivational beliefs, emotions, and achievement. Medical Education, 44, 1203–1212.
  • Baeten, M., Kyndt, E., Struyven, K., & Dochy, F. (2010). Using student-centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness. Educational Research Review, 5, 243–260.
  • Baker, C., Little, T., & Brownell, K. (2003). Predicting adolescent eating and activity behaviors: The role of social norms and personal agency. Health Psychology, 22, 189–198.
  • Bennett, A., Roman, B., Arnold, L., Kay, J., & Goldenhar, L. (2005). Professionalism deficits among medical students: Models of identification and intervention. Academic Psychiatry, 29, 426–432.
  • Biggs, J. (1979). Individual differences in study processes and the quality of learning outcomes. Higher Education, 8, 381–394.
  • Biggs, J. (1999). What the student does: Teaching for enhanced learning. Higher Education Research & Development, 18, 57–75.
  • Biggs, J., Kember, D., & Leung, D. (2001). The revised two-factor study process questionnaire: R-SPQ-2F. British Journal of Educational Psychology, 71, 133–149.
  • Biggs, J., & Tang, C. (2007). Teaching according to how students learn teaching for quality learning at university (pp. 15–30). Maidenhead: Open University Press.
  • Bliuc, A.-M., Ellis, R. A., Goodyear, P., & Hendres, D. M. (2011a). The role of social identification as university student in learning: Relationships between students’ social identity, approaches to learning, and academic achievement. Educational Psychology: An International Journal of Experimental Educational Psychology, 31, 559–574.
  • Bliuc, A.-M., Ellis, R. A., Goodyear, P., & Hendres, D. M. (2011b). Understanding student learning in context: Relationships between university students’ social identity, approaches to learning and academic performance. European Journal of Psychology of Education, 26, 417–433.
  • Cassidy, S. (2004). Learning styles: An overview of theories, models, and measures. Educational Psychology: An International Journal of Experimental Educational Psychology, 24, 419–444.
  • Cheng, W., & Ickes, W. (2009). Conscientiousness and self-motivation as mutually compensatory predictors of university-level GPA. Personality and Individual Differences, 47, 817–822.
  • Christ, O., van Dick, R., Wagner, U., & Stellmacher, J. (2003). When teachers go the extra mile: Foci of organisational identification as determinants of different forms of organisational citizenship behaviour among schoolteachers. British Journal of Educational Psychology, 73, 329–341.
  • Cousin, G. (2012). Getting our students to engage: A review of two key contributions 10 years on. Higher Education Research & Development, 31, 15–20.
  • Dolmans, D., Wolfhagen, I., & Ginns, P. (2010). Measuring approaches to learning in a problem based learning context. International Journal of Medical Education, 1, 55–60.
  • Entwistle, N. (2005). Contrasting perspectives on learning. In F. Marton, D. Hounsell, & N. Entwistle (Eds.), The experience of learning: Implications for teaching and studying in higher education (3rd Internet ed., pp. 3–22). Edinburgh: University of Edinburgh, Centre for Teaching, Learning and Assessment.
  • Hagger, M., & Chatzisarantis, N. (2005). First and higher-order models of attitudes, normative influence and perceived behavioural control in the theory of planned behaviour. British Journal of Social Psycholgoy, 44, 513–535.
  • Haslam, S. A. (2004). Psychology in organizations: The social identity approach (2nd ed.). London: Sage.
  • Haslam, S. A., Turner, J. C., Oakes, P. J., Reynolds, K., & Doosje, B. (2002). From personal pictures in the head to collective tools in the world: How shared stereotypes allow groups to represent and change social reality. In C. McGarty, V. Y. Yzerbyt, & R. Spears (Eds.), Stereotypes as explanations: The formation of meaningful beliefs about social groups (pp. 157–185). Cambridge: Cambridge University Press.
  • John, O. P., Naumann, L. P., & Soto, C. J. (2008). Paradigm shift to the integrative big-five trait taxonomy: History, measurement, and conceptual issues. In O. P. John, R. W. Robins, & L. A. Pervin (Eds.), Handbook of personality: Theory and research (pp. 14–158). New York, NY: Guilford Press.
  • Kallgren, C. A., Reno, R. R., & Cialdini, R. B. (2000). A focus theory of normative conduct: When norms do and do not affect behavior. Personality and Social Psychology Bulletin, 26, 1002.
  • Lindgren, M., & Wahlin, N. (2001). Identity construction among boundary-crossing individuals. Scandinavian Journal of Management, 17, 357–377.
  • Lizzio, A., Wilson, K., & Simons, R. (2002). University students’ perceptions of the learning environment and academic outcomes: Implications for theory and practice. Studies in Higher Education, 27, 27–49.
  • Louis, W., Davies, S., Smith, J., & Terry, D. (2007). Pizza and pop and the student identity: The role of referent group norms in healthy and unhealthy eating. The Journal of Social Psychology, 147, 57–74.
  • McGarty, C. (1999). Categorization in social psychology. London: Sage.
  • McGarty, C., Bliuc, A., Thomas, E., & Bongiorno, R. (2009). Collective action as the material expression of opinion-based group membership. Journal of Social Issues, 65, 839–857.
  • Nijhuis, J., Segers, M., & Gijselaers, W. (2008). The extent of variability in learning strategies and students’ perceptions of the learning environment. Learning and Instruction, 18, 121–134.
  • Osborne, J. W., & Jones, B. D. (2011). Identification with academics and motivaiton to achieve in school: How the structure of the self influences academic outcomes. Educational Psychology Review, 23, 131–158.
  • Palincsar, A. S. (1998). Social constructivist perspectives on teaching and learning. Annual Review of Psychology, 49, 345–375.
  • Phan, H. P. (2009). Relations between goals, self-efficacy, critical thinking, and deep processing strategies: A path analysis. Educational Psychology: An International Journal of Experimental Educational Psychology, 29, 777–799.
  • Platow, M. J. (2012). PhD experience and subsequent outcomes: A look at self-perceptions of acquired graduate attributes and supervisor support. Studies in Higher Education, 37, 103–118.
  • Platow, M. J., Mavor, K. I., & Grace, D. M. (2013). On the role of discipline-related self-concept in deep and surface approaches to learning among university students. Instructional Science, 41, 271–285.
  • Ramsden, P. (2003). Approaches to learning. In P. Ramsden (Ed.), Learning to teach in higher education (pp. 39–61). London: Routledge.
  • Richardson, M., Abraham, C., & Bond, R. (2012). Psychological correlates of university students’ academic performance: A systematic review and meta-analysis. Psychological Bulletin, 138, 353–387.
  • Smith, J., Terry, D., & Hogg, M. (2006). Who will see me? The impact of type of audience on willingness to display group-mediated attitude-intention consistency. Journal of Applied Psychology, 36, 1173–1197.
  • Struyven, K., Dochy, F., Janssens, S., & Gielen, S. (2006). On the dynamics of students’ approaches to learning: The effects of the teaching/learning environment. Learning and Instruction, 16, 279–294.
  • Tabachnick, B., & Fidell, L. (2001). Using multivariate statistics (4th ed.). Boston, MA: Allyn & Bacon.
  • Tajfel, H., & Turner, J. (1986). The social identity theory of intergroup behaviour. In S. Worshel & W. Austin (Eds.), Psychology of intergroup relations (pp. 7–24). Chicago, IL: Nelson Hall.
  • Terry, D., Hogg, M., & White, K. (1999). The theory of planned behaviour: Self identity, social identity and group norms. British Journal of Social Psychology, 38, 225–244.
  • Thomas, E., & McGarty, C. (2009). The role of efficacy and moral outrage norms in creating the potential for international development activism through group-based interaction. British Journal of Social Psychology, 48, 115–134.
  • Thomas, E., McGarty, C., & Mavor, K. I. (2009a). Aligning identities, emotions and beliefs to create commitment to sustainable social and political action. Personality and Social Psychology Review, 13, 194–218.
  • Thomas, E., McGarty, C., & Mavor, K. I. (2009b). Transforming “apathy into movement”: The role of prosocial emotions in motivating action for social change. Personality and Social Psychology Review, 13, 310–333.
  • Topping, K. J. (2005). Trends in peer learning. Educational Psychology: An International Journal of Experimental Educational Psychology, 25, 631–645.
  • Trigwell, K., & Prosser, M. (1991). Improving the quality of student learning: The influence of learning context and student approaches to learning on learning outcomes. Higher Education, 22, 251–266.
  • Turner, J. (1991). Social influence. Milton Keynes: Open University Press.
  • Turner, J., Hogg, M., Oakes, P., Reicher, S., & Wetherell, M. (1987). Rediscovering the social group: A self-categorization theory. Oxford: Blackwell.
  • Walsh, A. (2007). An exploration of Biggs’ constructive alignment in the context of work-based learning. Assessment & Evaluation in Higher Education, 32, 79–87.
  • Yan, L., & Kember, D. (2004). Avoider and engager approaches by out-of-class groups: The group equivalent to individual learning approaches. Learning and Instruction, 14, 27–49.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.