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dc.contributor.authorSmyth, Lillian
dc.contributor.authorMavor, Kenneth I.
dc.contributor.authorPlatow, Michael J.
dc.identifier.citationSmyth , L , Mavor , K I & Platow , M J 2017 , ' Learning behaviour and learning outcomes : the roles for social influence and field of study ' , Social Psychology of Education , vol. 20 , no. 1 , pp. 69-95 .
dc.identifier.otherORCID: /0000-0002-3160-3889/work/60427993
dc.description.abstractResearch has demonstrated a significant role of discipline social identification in predicting learning approaches, even controlling for individual differences. Smyth et al. (Educ Psychol 35(1):53–72, 2015. doi:10.1080/01443410.2013.822962) suggest that learners share discipline-based social identifications, and that this identification, in combination with relevant norms, influences the adoption of learning approaches. The current paper extends this analysis in two directions. First, the effect of broad field of study is examined for systematic differences across content domains. Secondly, the model examines effects on student perceptions of teaching quality and intentions to continue within a discipline. Results provide support for Smyth et al.’s (2015) model, demonstrating links between discipline identification, perceived norms, learning approaches and outcomes. Strongly identified students, students who perceived deep learning norms and students taking a deep learning approach all reported more positive outcomes. Disciplinary variations in responses to learning approaches and outcomes were also found, broadly in line with that found in the Biglan–Becher literature.
dc.relation.ispartofSocial Psychology of Educationen
dc.subjectHigher educationen
dc.subjectSocial identityen
dc.subjectNormative influenceen
dc.subjectField of studyen
dc.subjectLearning approachesen
dc.subjectBF Psychologyen
dc.titleLearning behaviour and learning outcomes : the roles for social influence and field of studyen
dc.typeJournal articleen
dc.contributor.institutionUniversity of St Andrews. Centre for Higher Education Researchen
dc.contributor.institutionUniversity of St Andrews. School of Psychology and Neuroscienceen
dc.description.statusPeer revieweden

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