We have now had this paper accepted at Educational Psychology. This was a collaboration between Ken and colleagues at the Australian National University.
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 not yet evidence for a
model incorporating both 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 (2011a) identification to grade,
through learning approach model. Further, we find support for the Smyth
(2015, 2017) 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.