On the role of discipline-related self-concept in deep and surface approaches to learning among university students
The current research examined the role that students' discipline-related self-concepts may play in their deep and surface approaches to learning, their overall learning outcomes, and continued engagement in the discipline itself. Using a cross-lagged panel design of first-year university psychology students, a causal path was observed in which students' Semester 1 deep approach to learning positively predicted their Semester 2 psychology-student social identification; this relationship was...[Show more]
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|Source:||Instructional Science INST SCI|
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