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

Smyth, Lillian; Mavor, Kenneth I.; Platow, Michael J.

doi:10.1007/s11218-016-9365-7

Cited by 20 publications

(19 citation statements)

References 53 publications

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“…Results from the correlation and regression analyses are all in line with previous literature (Bliuc et al, , ; Platow et al, ; Smyth et al, ; Smyth, Mavor, & Platow, ). As in these previous studies, there is a positive main effect association here between identification and the adoption of deeper learning approaches.…”

Section: Discussionsupporting

confidence: 88%

“…These approaches have already been demonstrated to be subject to influence from strength of identification with a relevant social identity and from perceived study‐related norms associated with these identities (Bliuc et al, , ; Platow et al, ; Smyth et al, ). The current paper takes this body of research a step further, in line with the direction suggested more recently by Smyth and colleagues (Smyth, Mavor, & Platow, ), by examining learning approach intentions in a situation where multiple, potentially conflicting, intragroup normative influences are considered, particularly those drawn from the educator.…”

Section: Introductionmentioning

confidence: 84%

“…This interaction presents us with an interesting patterning of normative influence. The immediate question is why the student norms by identification interaction that has been produced in the literature (McNeill et al, ; Smyth, Mavor, & Platow, ; Smyth, Mavor, Platow, et al, ; Smyth et al, ) is only present in the case of absent or ambiguous educator norms. It is first important to note that, due to the way these studies have previously been conducted, this finding is entirely consistent with previous findings.…”

Section: Discussionmentioning

confidence: 99%

“…The utility of considering field of study related identification and perceived learning norms in predicting student learning behavior and academic success has already been demonstrated (Bliuc, Ellis, Goodyear, & Hendres, , ; Platow, Mavor, & Grace, ; Smyth, Mavor, & Platow, ; Smyth, Mavor, Platow, Grace, & Reynolds, ). In this literature, and the current paper, learning behavior is couched chiefly in terms of learning approaches; a descriptive typology drawn from the education literature (Biggs, ; Biggs & Tang, ).…”

Section: Introductionmentioning

confidence: 99%

“…Smyth and colleagues (Smyth et al, ; Smyth, Mavor, & Platow, ) build on these findings through the addition of a normative dimension. These authors find again that social identification is a significant positive predictor of the extent to which students adopt a deep learning approach, but also that this effect is moderated by the perceived norms for the group.…”

Section: Introductionmentioning

confidence: 99%

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Social identification and normative conflict: When student and educator learning norms collide

Smyth

Chandra

Mavor

2018

J Applied Social Pyschol

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The current paper explores perceived norm conflict, social identification, and learning approaches in the applied context of higher education. Research has established the influence of identification with fellow students, and their perceived norms, on student approaches to learning. However, in the current paper, we argue that this model is not entirely ecologically valid and that students are not the only source of normative influence in the study context. In this first step to unpack these complex normative influences, we examine the next most‐proximal source of normative information—the educator. In essence, we explore the ways that the normative communications of a within‐field educator can also influence student learning approaches and the ways these two sets of normative effects may interact. Testing a sample of undergraduate students at Australian universities, we explore how students resolve conflicting intragroup norm sources. Findings suggest that, in line with previous literature, stronger identification with the field of study is associated with deep learning approaches, and this effect is moderated by perceived student norms such that the valence of the study norms can undermine or accentuate this effect. Novel results unpacking the effects of normative conflict suggest that this moderation effect is only present when educator norms are ambiguous and that, in instances of clearly conflicting normative messages, the identification main effect prevails. The implications and applications are discussed.

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Section: Discussionsupporting

confidence: 88%

Section: Introductionmentioning

confidence: 84%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Social identification and normative conflict: When student and educator learning norms collide

Smyth

Chandra

Mavor

2018

J Applied Social Pyschol

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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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Discipline identification, identity incompatibility, belonging and their association with deep approaches to learning and academic self-efficacy during COVID-19 in the UK

Grozev,

Easterbrook,

Jessop

2023

Eur J Psychol Educ

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Previous research indicates that discipline identification — the level of integration of one’s discipline of study into the self-concept — is associated with deep approaches to learning and academic self-efficacy. However, it is not known whether these relationships would hold in the context of learning during the COVID-19 pandemic. The present study investigates this, as well as exploring whether belonging, identity incompatibility, and virtual and in-person time spent with fellow students and with faculty act as potential antecedents of discipline identification. A cross-sectional online survey with n = 385 students in the UK was conducted during the spring term (February–May) of the 2019–2020 academic year, when UK universities were under COVID-19 restrictions. Of those students, n = 109 completed a follow-up survey during the autumn term (September–December) of the 2020–2021 academic year. Due to pandemic-related changes, the two waves of data were analysed separately using path analysis. During the spring term, identity incompatibility and discipline identification were significantly associated with both deep approaches to learning and academic self-efficacy. There were also significant indirect effects of belonging on both deep approaches to learning and academic self-efficacy via discipline identification. During the autumn term, discipline identification was again significantly associated with both academic outcomes. Identity incompatibility was significantly associated with academic self-efficacy. There were also indirect effects of identity incompatibility and belonging on deep approaches to learning via discipline identification. These results add to the literature on the importance of discipline identification and associated social-psychological processes in predicting important higher education outcomes during the COVID-19 pandemic.

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

Cited by 20 publications

References 53 publications

Social identification and normative conflict: When student and educator learning norms collide

Social identification and normative conflict: When student and educator learning norms collide

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

Discipline identification, identity incompatibility, belonging and their association with deep approaches to learning and academic self-efficacy during COVID-19 in the UK

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