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Catalogue Information
Field name	Details
Nuova numerazione	80578
Collocazione	UPS BIBL CENTR 39-C-2582
Autore	LILLIAN, S.
Titolo	Social identification and academic performance : integrating two existing models of tertiary student learning. Parte componente di periodico
Descrizione fisica	pp. 409-425.
Nota generale	Estratto da: Educational Psychology 2019, 39, 3.
Riassunto	Recent research has mapped the ways social identification and normative influence affect students' self-reported learning approaches and course experience, and also, the ways in which social identification and learning approach impact directly on grades. However, there is no evidence for a model incorporating both of these processes. The current paper aims to address this in a dataset drawn from a range of courses and disciplines at a mid-size Australian university. The data capture student demographics, social identification with the field of study, perceived learning norms and learning approaches, and examine how these map onto end of semester academic outcomes. Findings indicate support for the Bliuc identification-to-grade, through learning approach model. Further, we find support for the Smyth identification-by-norm moderation model of predicting learning approaches. Added to which, we find support for a combined moderated mediation model, where the identification–norm interaction moderates the indirect effect of identification predicting grades through learning approach. Implications for course design are discussed.
Tipo di documento	RICERCA.
Soggetto	AUSTRALIA.
	IDENTITÀ.
	PARTECIPAZIONE SOCIALE.
	APPRENDIMENTO.
	STUDENTI.
	ADOLESCENTI.
	UNIVERSITÀ.
	PERFORMANCE.
	SVILUPPO COGNITIVO.
Ambito	Pedagogico
Ambito	Psicologico
Autore Secondario	KENNETH, I.M.
Autore Secondario	MICHAEL, J.P.
Titolo correlato	Educational Psychology 2019, 39, 3.
Accesso online	Scheda EBSCO

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Social identification and academic performance : integrating two existing models of tertiary student learning.