Social identification and normative conflict: When student and educator learning norms collide
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...[Show more]
|Collections||ANU Research Publications|
|Source:||Journal of Applied Social Psychology|
|01_Smyth_Social_identification_and_2018.pdf||730.84 kB||Adobe PDF||Request a copy|
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