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dc.contributor.authorSmyth, Lillian
dc.contributor.authorChandra, Vritika
dc.contributor.authorMavor, Kenneth I.
dc.date.accessioned2019-03-02T00:37:32Z
dc.date.available2019-03-02T00:37:32Z
dc.date.issued2018-06-06
dc.identifier.citationSmyth , L , Chandra , V & Mavor , K I 2018 , ' Social identification and normative conflict : when student and educator learning norms collide ' , Journal of Applied Social Psychology , vol. 48 , no. 6 , pp. 293-303 . https://doi.org/10.1111/jasp.12505en
dc.identifier.issn1559-1816
dc.identifier.otherPURE: 252440822
dc.identifier.otherPURE UUID: b08cd389-cfff-4e37-b772-d6b4967ebdf5
dc.identifier.otherBibtex: urn:34981d216f01e7aa5508d571eb41c285
dc.identifier.otherScopus: 85042635994
dc.identifier.otherORCID: /0000-0002-3160-3889/work/60427979
dc.identifier.otherWOS: 000434417400001
dc.identifier.urihttp://hdl.handle.net/10023/17201
dc.description.abstractThe current paper explores perceived norm conflict, social identification, and learning approaches in the applied context of higher education. Research has established the influence of identification with fellow students, and their perceived norms, on student approaches to learning. However, in the current paper, we argue that this model is not entirely ecologically valid and that students are not the only source of normative influence in the study context. In this first step to unpack these complex normative influences, we examine the next most-proximal source of normative information—the educator. In essence, we explore the ways that the normative communications of a within-field educator can also influence student learning approaches and the ways these two sets of normative effects may interact. Testing a sample of undergraduate students at Australian universities, we explore how students resolve conflicting intragroup norm sources. Findings suggest that, in line with previous literature, stronger identification with the field of study is associated with deep learning approaches, and this effect is moderated by perceived student norms such that the valence of the study norms can undermine or accentuate this effect. Novel results unpacking the effects of normative conflict suggest that this moderation effect is only present when educator norms are ambiguous and that, in instances of clearly conflicting normative messages, the identification main effect prevails. The implications and applications are discussed.
dc.format.extent11
dc.language.isoeng
dc.relation.ispartofJournal of Applied Social Psychologyen
dc.rights© 2018 Wiley Periodicals, Inc. This work has been made available online in accordance with the publisher’s policies. This is the author created accepted version manuscript following peer review and as such may differ slightly from the final published version. The final published version of this work is available at https://doi.org/10.1111/jasp.12505en
dc.subjectBF Psychologyen
dc.subjectNDASen
dc.subject.lccBFen
dc.titleSocial identification and normative conflict : when student and educator learning norms collideen
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/10.1111/jasp.12505
dc.description.statusPeer revieweden
dc.date.embargoedUntil2019-03-02


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