On the role of discipline-related self-concept in deep and surface approaches to learning among university students
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Platow, Michael; Mavor, Kenneth; Grace, Diana
Description
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]
dc.contributor.author | Platow, Michael | |
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dc.contributor.author | Mavor, Kenneth | |
dc.contributor.author | Grace, Diana | |
dc.date.accessioned | 2015-12-13T22:17:22Z | |
dc.identifier.issn | 0020-4277 | |
dc.identifier.uri | http://hdl.handle.net/1885/71094 | |
dc.description.abstract | 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 mediated by students' actual Semester 1 learning. Moreover, relatively high levels of Semester 2 psychology-student social identification led to a desire for further engagement in the discipline through an enhanced intent to continue their psychology studies. In contrast, discipline-related self-concept was not observed to act as a precursor to learning approaches. Overall, the current data provide clear evidence not only for the validity of the deep learning approach construct, but for the theoretical claims associating a deep learning approach with an impact on self-concept, and the educational value of encouraging a deep learning approach both for short-term academic performance and for continuing motivation to engage in the discipline. | |
dc.publisher | Springer | |
dc.source | Instructional Science INST SCI | |
dc.subject | Keywords: Approaches to learning; Deep learning; Self-concept; Social identity; Surface learning | |
dc.title | On the role of discipline-related self-concept in deep and surface approaches to learning among university students | |
dc.type | Journal article | |
local.description.notes | Imported from ARIES | |
local.identifier.citationvolume | 41 | |
dc.date.issued | 2013 | |
local.identifier.absfor | 170103 - Educational Psychology | |
local.identifier.ariespublication | f5625xPUB2553 | |
local.type.status | Published Version | |
local.contributor.affiliation | Platow, Michael , College of Medicine, Biology and Environment, ANU | |
local.contributor.affiliation | Mavor, Kenneth, College of Medicine, Biology and Environment, ANU | |
local.contributor.affiliation | Grace, Diana, University of Canberra | |
local.description.embargo | 2037-12-31 | |
local.bibliographicCitation.issue | 2 | |
local.bibliographicCitation.startpage | 271 | |
local.bibliographicCitation.lastpage | 285 | |
local.identifier.doi | 10.1007/s11251-012-9227-4 | |
local.identifier.absseo | 930102 - Learner and Learning Processes | |
dc.date.updated | 2016-02-24T09:00:20Z | |
local.identifier.scopusID | 2-s2.0-84873725647 | |
local.identifier.thomsonID | 000314712100002 | |
Collections | ANU Research Publications |
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