Discipline social identification, study norms and learning approach in university students
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
|Collections||ANU Research Publications|
|Source:||Educational Psychology: An International Journal of Experimental Educational Psychology|
|01_Smyth_Discipline_social_2013.pdf||229.75 kB||Adobe PDF||Request a copy|
|02_Smyth_Discipline_social_2013.pdf||208.22 kB||Adobe PDF||Request a copy|
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