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dc.contributor.authorSmyth, Lillian
dc.contributor.authorMavor, Kenneth I.
dc.contributor.authorGray, Louie
dc.date.accessioned2020-05-29T23:36:13Z
dc.date.available2020-05-29T23:36:13Z
dc.date.issued2019-05-30
dc.identifier.citationSmyth , L , Mavor , K I & Gray , L 2019 , ' Not just who you are, but who you were before : social identification, identity incompatibility and performance-undermining learning behaviour in higher education ' , Journal of Community and Applied Social Psychology , vol. Early View . https://doi.org/10.1002/casp.2413en
dc.identifier.issn1052-9284
dc.identifier.otherPURE: 258643185
dc.identifier.otherPURE UUID: 0140e7aa-6930-44eb-add5-1dcd68642d40
dc.identifier.otherScopus: 85066504490
dc.identifier.otherORCID: /0000-0002-3160-3889/work/60427985
dc.identifier.otherWOS: 000496244600003
dc.identifier.urihttp://hdl.handle.net/10023/20014
dc.description.abstractThe current study builds on links between academic social identification and learning behaviours and extends these models by also considering the level of compatibility between the student identity and the pre‐existing self‐concept. This is a crucial extension, in the context of broadening access to higher education and fostering belonging and learning in nontraditional students. Further, where previous work focused on learning behaviours that enhance performance (often learning approaches), we also consider performance‐undermining behaviours (self‐handicapping and procrastination). These effects are explored in survey responses from an undergraduate student sample (N = 121) from UK and broader European samples. Participants were predominantly female (69%) and native English speakers (87%). Three models of the relationships between these variables were tested using Mplus. Results indicate that performance‐undermining behaviours are predicted by identity incompatibility, but not identification level; deep learning approaches are predicted by identification level, but not identity incompatibility. This provides first evidence that identity incompatibility is not just a moderator of the identification‐learning relationships but, in fact, a separate identity process for consideration. We also present initial evidence for a mediation model, where in the identity variables are related to procrastination and self‐handicapping via learning approaches.
dc.language.isoeng
dc.relation.ispartofJournal of Community and Applied Social Psychologyen
dc.rightsCopyright © 2019 John Wiley & Sons, Ltd. This work has been made available online in accordance with publisher policies or with permission. Permission for further reuse of this content should be sought from the publisher or the rights holder. This is the author created accepted manuscript following peer review and may differ slightly from the final published version. The final published version of this work is available at https://doi.org/10.1002/casp.2413en
dc.subjectHigher educationen
dc.subjectIdentity compatibilityen
dc.subjectProcrastinationen
dc.subjectSelf-handicappingen
dc.subjectSocial identityen
dc.subjectBF Psychologyen
dc.subjectLB2300 Higher Educationen
dc.subjectNDASen
dc.subject.lccBFen
dc.subject.lccLB2300en
dc.titleNot just who you are, but who you were before : social identification, identity incompatibility and performance-undermining learning behaviour in higher educationen
dc.typeJournal articleen
dc.description.versionPostprinten
dc.contributor.institutionUniversity of St Andrews.Centre for Research into Equality, Diversity & Inclusionen
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/10.1002/casp.2413
dc.description.statusPeer revieweden
dc.date.embargoedUntil2020-05-30


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