Identity, Self and Social Categorisation
The research interests and activities of Ken Mavor's lab group and colleagues
Update: We were pleased to have the participation from nearly 400 medical students, primarily in Australia and New Zealand, but also Europe and Asia. We are currently analysing the data but so far we find support for several key features of our self, identity and wellbeing model featured in our recent Medical Education article. We … Read more
This paper in Educational Psychology builds on the work of Platow, Mavor and Grace (2013) and examines the impact of students’ normative expectations about learning approaches in their discipline. The paper is in press, published online. Abstract: Adopting a deep approach to learning is associated with positive academic outcomes. In the current paper, we extend this … Read more
Daniel and Ken attended the 15th Jena meeting at castle Oppurg from the 4th to the 7th of July 2013. The theme for the meeting this year was ‘The puzzle of “me” and “I”: Individual and Collective Perspectives on Self and Identity’. The Jena meeting is a very productive environment for cutting edge work and theory development set … Read more
After 10 years at the Australian National University, both in Psychology, and the ANU Medical School, Ken Mavor has moved to the School of Psychology and Neuroscience at the University of St Andrews. The lab will be doing much new research based in Scotland, but also maintaining ties to the ANU. Many of the group … Read more
A collection of John Turner’s past and present colleagues and students gathered at University House, ANU, Canberra to discuss John’s massive contribution to the theory of intergroup relations through Social Identity and Self Categorization Theories. (John Turner pictured right). Ken Mavor was one of 21 invited speakers for the 3 day symposium, and spoke on … Read more
On the role of discipline-related self-concept in deep and surface approaches to learning among university students This was the first paper in what has become the LACES project. We explore the self and identity implications of deep and surface learning and suggest some reciprocal relationships between learning style, grades, and discipline identity. Platow, M. J., Mavor, K. … Read more
It is now clear that RWA should be analysed at the component level (aggression, conventionalism, and submission). Although new scales are being developed, many rearchers have existing data sets using older versions of the RWA scale. We have developed a 14-item scale that captures the RWA components based on Altemeyer’s (1996) version of the scale. … Read more
Cognitive load privileges memory-based over data-driven processing, not group-level over person-level processing The first paper from Daniel Skorich’s PhD has been published online at BJSP. This establishes the empirical support for our view that group information is not used in preference to person information due to resource limitations. This paper overturns a classic assumption of the cognitive … Read more
Social identities facilitate and encapsulate action-relevant constructs: A test of the social identity model of collective action Thomas, E. F., Mavor, K. I. & McGarty, C. (2012). Social identities facilitate and encapsulate action-relevant constructs: A test of the social identity model of collective action. Group Processes and Intergroup Relations, 15(1) 75-88. Abstract Three studies explore the recently elaborated … Read more