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

Smyth, Lillian; Mavor, Ken; Platow, Michael J.

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Research has demonstrated a significant role of discipline social identification in predicting learning approaches, even controlling for individual differences. Smyth et al. (Educ Psychol 35(1):53–72, 2015. doi:10.1080/01443410.2013.822962) suggest that learners share discipline-based 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...[Show more]

dc.contributor.authorSmyth, Lillian
dc.contributor.authorMavor, Ken
dc.contributor.authorPlatow, Michael J.
dc.date.accessioned2017-04-11T01:48:17Z
dc.identifier.issn1381-2890
dc.identifier.urihttp://hdl.handle.net/1885/114526
dc.description.abstractResearch has demonstrated a significant role of discipline social identification in predicting learning approaches, even controlling for individual differences. Smyth et al. (Educ Psychol 35(1):53–72, 2015. doi:10.1080/01443410.2013.822962) suggest that learners share discipline-based 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.
dc.format.mimetypeapplication/pdf
dc.publisherSpringer Verlag
dc.rights© 2017 Springer Science+Business Media Dordrecht.
dc.sourceSocial Psychology of Education
dc.titleLearning behaviour and learning outcomes: the roles for social influence and field of study
dc.typeJournal article
local.identifier.citationvolume20
dc.date.issued2017
local.publisher.urlhttp://link.springer.com/
local.type.statusAccepted Version
local.contributor.affiliationSymth, L., Medical Education Unit, ANU Medical School, The Australian National University
local.contributor.affiliationMavor, K. I., Medical Education Unit, ANU Medical School, The Australian National University
local.contributor.affiliationPlatow, M. J., Research School of Psychology, The Australian National University
local.bibliographicCitation.issue1
local.bibliographicCitation.startpage69
local.bibliographicCitation.lastpage95
local.identifier.doi10.1007/s11218-016-9365-7
dcterms.accessRightsOpen Access
dc.provenancehttp://www.sherpa.ac.uk/romeo/issn/1381-2890/..."Author's post-print on any open access repository after 12 months after publication" from SHERPA/RoMEO site (as at 13/04/17). The final publication is available at Springer via http://dx.doi.org/10.1007/s11218-016-9365-7
CollectionsANU Research Publications

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