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.

doi:10.1080/01443410.2013.822962

Cited by 45 publications

(89 citation statements)

References 43 publications

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“…Smyth and colleagues (Smyth, Mavor, Platow, Grace and Reynolds, 2015) build on these findings through the addition of an explicit normative dimension to the understanding of the relationship between discipline-related social identification and learning approaches.…”

Section: Running Head: Learning Behaviour and Outcomes: The Role For mentioning

confidence: 99%

“…The current paper, then, builds on recent developments in the learning approaches model that are informed by contemporary social psychological theory related to selfconcepts, identities and group processes, particularly social norms (Bliuc et al, 2011a;Platow et al, 2013;Smyth, Mavor, Platow, & Grace, 2017;Smyth et al, 2015). In doing so, we extend the learning approaches model beyond the original person-by-situation framework, in which learning approaches are determined by the interaction between student factors and the learning environment.…”

Section: The Current Studymentioning

confidence: 99%

“…Drawing on scales used in previous research (Platow et al, 2013;Smyth et al, 2015), the items focused on a range of possible continuation behaviours. Participants were asked to indicate the extent to which they intended to: continue studies in the field, pursue a relevant career, find out more about topics covered, retain only the information they need (r), make sure none of their friends take this course (r), and choose a course as different as possible next semester (r).…”

Section: Intention To Continuementioning

confidence: 99%

“…In order to control for expected main effects identified in (Smyth et al, 2015), we added personality factors at the first stage of the path model, predicting our main social and norm …”

Section: Full Model Testingmentioning

confidence: 99%

“…Similarly, students in applied disciplines were expected to have a greater focus on procedure and task completion, rather than knowledge frameworks (Neumann, Parry, & Becher, 2002) and, therefore, report less deep learning than students in pure disciplines. Perceived norms should vary by discipline, as the nature of norms are greatly determined by both learning context and fellow students (Smyth et al, 2015;Turner, 1991).…”

Section: Field Of Studymentioning

confidence: 99%

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Learning behaviour and learning outcomes: the roles for social influence and field of study

2017

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Abstract:Research has demonstrated a significant role of discipline social identification in predicting learning approaches, even controlling for individual differences. Smyth, Mavor, Platow, Grace and Reynolds. (2015) suggest that learners share disciplinebased social identifications, and that this identification, in combination with relevant norms, influences the adoption of learning approaches. The current paper extends this analysis in two directions. First, the effect of broad field of study is examined for systematic differences across content domains. Secondly, the model examines effects on student perceptions of teaching quality and intentions to continue within a discipline. Results provide support for Smyth et al.'s (2015) model, demonstrating links between discipline identification, perceived norms, learning approaches and outcomes.Strongly identified students, students who perceived deep learning norms and students taking a deep learning approach all reported more positive outcomes. Disciplinary variations in responses to learning approaches and outcomes were also found, broadly in line with that found in the Biglan-Becher literature.

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Section: Running Head: Learning Behaviour and Outcomes: The Role For mentioning

confidence: 99%

Section: The Current Studymentioning

confidence: 99%

Section: Intention To Continuementioning

confidence: 99%

“…In order to control for expected main effects identified in (Smyth et al, 2015), we added personality factors at the first stage of the path model, predicting our main social and norm …”

Section: Full Model Testingmentioning

confidence: 99%

Section: Field Of Studymentioning

confidence: 99%

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Learning behaviour and learning outcomes: the roles for social influence and field of study

2017

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Not just who you are, but who you were before: Social identification, identity incompatibility, and performance‐undermining learning behaviour in higher education

Smyth

Mavor

Gray

2019

Community & Applied Soc Psy

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The current study builds on links between academic social identification and learning behaviors, and extends these models by also considering the level of compatibility between the student identity and the pre-existing self-concept. This is a crucial extension, in the context of broadening access to higher education and fostering belonging and learning in non-traditional students. Further, where previous work focused on learning behaviors that enhance performance (often learning approaches), we also consider performanceundermining behaviors (self-handicapping and procrastination). These effects are explored in survey-responses from an undergraduate student sample (N = 121) from a UK and broader European sample. Participants were predominantly female (69%) and native English speakers (87%). Three models of the relationships between these variables were tested using Mplus.Results indicate that performance undermining behaviors are predicted by identity incompatibility, but not identification level; deep learning approaches are predicted by identification level, but not identity incompatibility. This provides first evidence that identity incompatibility is not just a moderator of the identification-learning relationships but, in fact, a separate identity process for consideration. We also present initial evidence for a mediation model, where in the identity variables are related to procrastination and self-handicapping via learning approaches.

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There is an ‘I’ in truth: How salient identities shape dynamic perceptions of truth

Wang

Platow

Newman

2022

Euro J Social Psych

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This research examined the hypothesis that people judge as true those claims aligned with the normative content of their salient social identities. In Experiment 1a, participants' social identities were manipulated by assigning them to 'inductive-thinker' and 'intuitive-thinker' groups. Participants subsequently made truth judgements about aphorisms randomly associated with 'science' and 'popular wisdom' . Those with salient inductive-thinker social identities judged science-based claims as more truthful than popular wisdom-based claims to a greater extent than those with salient intuitivethinker social identities. Experiment 1b was a preregistered replication, with additional conditions eliminating an alternative semantic-priming explanation. In Experiment 2, American Conservatives and Liberals judged as more true claims associated with the ideological content of their social identities. This difference was attenuated through a manipulation that framed participants as more moderate than they had originally indicated. Overall, these experiments suggest an identity-truth malleability, such that making salient specific social identities can lead to related perceptions of truth normatively aligned with those identities.

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

Cited by 45 publications

References 43 publications

Learning behaviour and learning outcomes: the roles for social influence and field of study

Learning behaviour and learning outcomes: the roles for social influence and field of study

Not just who you are, but who you were before: Social identification, identity incompatibility, and performance‐undermining learning behaviour in higher education

There is an ‘I’ in truth: How salient identities shape dynamic perceptions of truth

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