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

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dc.contributor.authorSmyth, Lillian
dc.contributor.authorMavor, Kenneth
dc.contributor.authorPlatow, Michael
dc.contributor.authorGrace, Diana
dc.contributor.authorReynolds, Katherine J
dc.date.accessioned2015-12-10T22:32:35Z
dc.date.issued2013
dc.date.updated2016-02-24T11:31:56Z
dc.description.abstractAdopting 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
dc.identifier.issn0144-3410
dc.identifier.urihttp://hdl.handle.net/1885/55834
dc.publisherRoutledge, Taylor & Francis Group
dc.rightsCopyright Information: © 2013 Taylor & Francis
dc.sourceEducational Psychology: An International Journal of Experimental Educational Psychology
dc.subjectKeywords: discipline-related social identity; higher education; learning approach; norms; teaching quality
dc.titleDiscipline social identification, study norms and learning approach in university students
dc.typeJournal article
local.bibliographicCitation.issue1
local.bibliographicCitation.lastpage72
local.bibliographicCitation.startpage53
local.contributor.affiliationSmyth, Lillian, College of Medicine, Biology and Environment, ANU
local.contributor.affiliationMavor, Kenneth, College of Medicine, Biology and Environment, ANU
local.contributor.affiliationPlatow, Michael , College of Medicine, Biology and Environment, ANU
local.contributor.affiliationGrace, Diana, University of Canberra
local.contributor.affiliationReynolds, Katherine J, College of Medicine, Biology and Environment, ANU
local.contributor.authoruidSmyth, Lillian, u4210896
local.contributor.authoruidMavor, Kenneth, u4068882
local.contributor.authoruidPlatow, Michael , u4039917
local.contributor.authoruidReynolds, Katherine J, u9302732
local.description.embargo2037-12-31
local.description.notesImported from ARIES
local.identifier.absfor170103 - Educational Psychology
local.identifier.ariespublicationu4971216xPUB341
local.identifier.citationvolume35
local.identifier.doi10.1080/01443410.2013.822962
local.identifier.scopusID2-s2.0-84881496687
local.type.statusPublished Version

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