The role of social identification as university student in learning: Relationships between students' social identity, approaches to learning, and academic achievement

A.-M. Bliuc, R.A. Ellis, P. Goodyear, D.M. Hendres

Research output: Contribution to journalArticlepeer-review

36 Citations (Scopus)

Abstract

This article describes research exploring the relationship between students’ self-perceptions in the context of university learning (i.e. student social identity), their approaches to learning, and academic achievement. The exploration of these inter-related aspects requires a mix of theoretical approaches, that is, in this research both social identity perspective from social psychology and the student learning research framework are used to explore student identity and learning in the context of higher education. Two structural equation models drawing on both these theoretical frameworks were tested. In the first of these models, deep approaches to learning are positively associated with students’ social identification as university student and positively predict academic achievement. In the second model, surface approaches to learning are negatively associated with students’ social identification and negatively predict academic achievement. The mediational roles of deep and surface approaches to learning in the relationship between student social identity and academic achievement are also explored.
Original languageEnglish
Pages (from-to)559-574
Number of pages16
JournalEducational Psychology
Volume31
Issue number5
DOIs
Publication statusPublished - 2011

Keywords

  • social identity
  • university students
  • approaches to learning
  • academic achievement

Fingerprint Dive into the research topics of 'The role of social identification as university student in learning: Relationships between students' social identity, approaches to learning, and academic achievement'. Together they form a unique fingerprint.

Cite this