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dc.contributor.authorSmyth, Lillian
dc.contributor.authorMavor, Kenneth I.
dc.contributor.authorPlatow, Michael J.
dc.date.accessioned2018-02-18T00:32:50Z
dc.date.available2018-02-18T00:32:50Z
dc.date.issued2017-03
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 . https://doi.org/10.1007/s11218-016-9365-7en
dc.identifier.issn1381-2890
dc.identifier.otherPURE: 248725771
dc.identifier.otherPURE UUID: 9d199e3e-e27f-4aca-8fd8-abae96a84024
dc.identifier.otherScopus: 85013082918
dc.identifier.urihttp://hdl.handle.net/10023/12744
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.en
dc.format.extent27en
dc.language.isoeng
dc.relation.ispartofSocial Psychology of Educationen
dc.rightsCopyright © 2017, Springer Science+Business Media Dordrecht. This work is made available online in accordance with the publisher’s policies. This is the author created, accepted version manuscript following peer review and may differ slightly from the final published version. The final publication is available at https://dx.doi.org/10.1007/s11218-016-9365-7en
dc.subjectHigher educationen
dc.subjectSocial identityen
dc.subjectNormative influenceen
dc.subjectField of studyen
dc.subjectLearning approachesen
dc.subjectBF Psychologyen
dc.subjectNDASen
dc.subject.lccBFen
dc.titleLearning behaviour and learning outcomes : the roles for social influence and field of studyen
dc.typeJournal articleen
dc.description.versionPostprinten
dc.contributor.institutionUniversity of St Andrews. Centre for Higher Education Researchen
dc.contributor.institutionUniversity of St Andrews. School of Psychology and Neuroscienceen
dc.identifier.doihttps://doi.org/10.1007/s11218-016-9365-7
dc.description.statusPeer revieweden
dc.date.embargoedUntil17-02-20


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