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

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Date

2013

Authors

Smyth, Lillian
Mavor, Kenneth
Platow, Michael
Grace, Diana
Reynolds, Katherine J

Journal Title

Journal ISSN

Volume Title

Publisher

Routledge, Taylor & Francis Group

Abstract

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

Description

Keywords

Keywords: discipline-related social identity; higher education; learning approach; norms; teaching quality

Citation

URI

http://hdl.handle.net/1885/55834

Collections

ANU Research Publications

Source

Educational Psychology: An International Journal of Experimental Educational Psychology

Type

Journal article

Book Title

Entity type

Access Statement

License Rights

DOI

10.1080/01443410.2013.822962

Restricted until

2037-12-31

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01_Smyth_Discipline_social_2013.pdf (229.75 KB)
02_Smyth_Discipline_social_2013.pdf (208.22 KB)

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