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

Smyth, Lillian F.; Mavor, Kenneth I.; Platow, Michael J.; Grace, Diana M.; Reynolds, Katherine J.


Adopting a deep approach to learning is associated with positive academic outcomes. In the current paper, we extend this analysis in a university context by recognising that learners are not isolated individuals, but share important social identifications with others. Using online surveys at an Australian university, we examine the effects of discipline social identification and educational norms on the adoption of learning approaches. Students from a range of academic...[Show more]

CollectionsANU Research Publications
Date published: 2015
Type: Journal article
Source: Educational Psychology
DOI: 10.1080/01443410.2013.822962


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