Social identification and normative conflict: When student and educator learning norms collide

Social identification and normative conflict: When student and educator learning norms collide The current paper explores perceived norm conflict, social identification, and learning approaches in the applied context of higher education. Research has established the influence of identification with fellow students, and their perceived norms, on student approaches to learning. However, in the current paper, we argue that this model is not entirely ecologically valid and that students are not the only source of normative influence in the study context. In this first step to unpack these complex normative influences, we examine the next most‐proximal source of normative information—the educator. In essence, we explore the ways that the normative communications of a within‐field educator can also influence student learning approaches and the ways these two sets of normative effects may interact. Testing a sample of undergraduate students at Australian universities, we explore how students resolve conflicting intragroup norm sources. Findings suggest that, in line with previous literature, stronger identification with the field of study is associated with deep learning approaches, and this effect is moderated by perceived student norms such that the valence of the study norms can undermine or accentuate this effect. Novel results unpacking the effects of normative conflict suggest that this moderation effect is only present when educator norms are ambiguous and that, in instances of clearly conflicting normative messages, the identification main effect prevails. The implications and applications are discussed. http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Journal of Applied Social Psychology Wiley

Social identification and normative conflict: When student and educator learning norms collide

Download PDF
11 pages
Read Article

Loading next page...
 
/lp/wiley/social-identification-and-normative-conflict-when-student-and-educator-pwXS946uMW
Publisher
Wiley
Copyright
© 2018 Wiley Periodicals, Inc.
ISSN
0021-9029
eISSN
1559-1816
DOI
10.1111/jasp.12505
Publisher site
See Article on Publisher Site

Abstract

The current paper explores perceived norm conflict, social identification, and learning approaches in the applied context of higher education. Research has established the influence of identification with fellow students, and their perceived norms, on student approaches to learning. However, in the current paper, we argue that this model is not entirely ecologically valid and that students are not the only source of normative influence in the study context. In this first step to unpack these complex normative influences, we examine the next most‐proximal source of normative information—the educator. In essence, we explore the ways that the normative communications of a within‐field educator can also influence student learning approaches and the ways these two sets of normative effects may interact. Testing a sample of undergraduate students at Australian universities, we explore how students resolve conflicting intragroup norm sources. Findings suggest that, in line with previous literature, stronger identification with the field of study is associated with deep learning approaches, and this effect is moderated by perceived student norms such that the valence of the study norms can undermine or accentuate this effect. Novel results unpacking the effects of normative conflict suggest that this moderation effect is only present when educator norms are ambiguous and that, in instances of clearly conflicting normative messages, the identification main effect prevails. The implications and applications are discussed.

Journal

Journal of Applied Social Psychology – Wiley

Published: Jan 1, 2018

References

  • Using student‐centred learning environments to stimulate deep approaches to learning: Factors encouraging or discouraging their effectiveness
    Baeten, M.; Kyndt, E.; Struyven, K.; Dochy, F.
  • Predicting adolescent eating and activity behaviors: The role of social norms and personal agency
    Baker, C. W.; Little, T. D.; Brownell, K. D.
  • Understanding what we mean by the generic attributes of graduates
    Barrie, S.
  • Recent developments in role‐theory
    Biddle, B. J.
  • Individual‐differences in study processes and the quality of learning outcomes
    Biggs, J.
  • Student approaches to learning and studying. Research monograph
    Biggs, J.
  • What the student does: Teaching for enhanced learning
    Biggs, J.
  • The revised two‐factor Study Process Questionnaire: R‐SPQ‐2F
    Biggs, J.; Kember, D.; Leung, D. Y.
  • Teaching for quality learning at university
    Biggs, J.; Tang, C.
  • The role of social identification as university student in learning: Relationships between students' social identity, approaches to learning, and academic achievement
    Bliuc, A. M.; Ellis, R. A.; Goodyear, P.; Hendres, D. M.
  • Understanding student learning in context: Relationships between university students' social identity, approaches to learning, and academic performance
    Bliuc, A. M.; Ellis, R. A.; Goodyear, P.; Hendres, D. M.
  • The effects of exclusion and reintegration on the evaluation of deviant opinion holders
    Chan, M. K.; Louis, W. R.; Hornsey, M. J.
  • Motivating individuals and groups at work: A social identity perspective on leadership and group performance
    Ellemers, N.; Gilder, D.; Haslam, S. A.
  • Assessment matters in higher education
    Gibbs, G.; Brown, S.; Glasner, A.
  • First‐ and higher‐order models of attitudes, normative influence, and perceived behavioural control in the theory of planned behaviour
    Hagger, M. S.; Chatzisarantis, N. L.
  • Psychology in organizations: The social identity approach
    Haslam, S. A.
  • Individuality and the group: Advances in social identity
    Hornsey, M. J.; Postmes, T.; Jetten, J.
  • Interpreting student workload and the factors which shape students' perceptions of their workload
    Kember, D.
  • Differences between students' and lecturers' perceptions of factors influencing students' academic success at university
    Killen, R.
  • Approaches to studying and perceptions of academic quality in distance education
    Lawless, C. J.; Richardson, J. T.
  • University students' perceptions of the learning environment and academic outcomes: Implications for theory and practice
    Lizzio, A.; Wilson, K.; Simons, R.
  • On qualitative differences in learning—1: Outcome and process
    Marton, F.; Säljö, R.
  • Energizing and de‐motivating effects of norm‐conflict
    McDonald, R. I.; Fielding, K. S.; Louis, W. R.
  • Conflicting norms highlight the need for action
    McDonald, R. I.; Fielding, K. S.; Louis, W. R.
  • Self and social identity in educational contexts
    McNeill, K. G.; Smyth, L.; Mavor, K. I.; Mavor, K. I.; Platow, M. J.; Bizumic, B.
  • Reflection in learning and professional development
    Moon, J.
  • The effect of assessments and examinations on the learning of medical students
    Newble, D. I.; Jaeger, K.
  • On being both with us and against us: A normative conflict model of dissent in social groups
    Packer, D. J.
  • On the role of discipline‐related self‐concept in deep and surface approaches to learning among university students
    Platow, M. J.; Mavor, K. I.; Grace, D. M.
  • Individuality and the group: Advances in social identity
    Postmes, T.; Baray, G.; Haslam, S. A.; Morton, T. A.; Swaab, R.; Postmes, T.; Jetten, J.
  • The context of social identity: Domination, resistance, and change
    Reicher, S.
  • Self‐category constructions in political rhetoric; an analysis of Thatcher's and Kinnock's speeches concerning the British miners' strike (1984–5)
    Reicher, S.; Hopkins, N.
  • The influence of assessment method on students' learning approaches: Multiple choice question examination versus assignment essay
    Scouller, K.
  • Social interaction
    Sherif, M.; Sherif, C. W.; Sherif, M.
  • False‐positive psychology: Undisclosed flexibility in data collection and analysis allows presenting anything as significant
    Simmons, J. P.; Nelson, L. D.; Simonsohn, U.
  • Learning behaviour and learning outcomes: The roles for social influence and field of study
    Smyth, L.; Mavor, K. I.; Platow, M. J.
  • Self and social identity in educational contexts
    Smyth, L.; Mavor, K. I.; Platow, M. J.; Grace, D. M.
  • Discipline social identification, study norms and learning approach in university students
    Smyth, L.; Mavor, K. I.; Platow, M. J.; Grace, D. M.; Reynolds, K. J.
  • Leadership as social identity management: Introducing the Identity Leadership Inventory (ILI) to assess and validate a four‐dimensional model
    Steffens, N. K.; Haslam, S. A.; Reicher, S. D.; Platow, M. J.; Fransen, K.; Yang, J.; Boen, F.
  • Psychology of intergroup relations
    Tajfel, H.; Turner, J. C.; Worshel, S.; Austin, W.
  • An evaluation of the use of continuous assessment in the teaching of physiology
    Tan, C. M.
  • Making sense of Cronbach's alpha
    Tavakol, M.; Dennick, R.
  • Consistency in learning strategies
    Thomas, P. R.; Bain, J. D.
  • Improving the quality of student learning: The influence of learning context and student approaches to learning on learning outcomes
    Trigwell, K.; Prosser, M.
  • Social influence
    Turner, J. C.
  • Rediscovering the social group: A self‐categorization theory
    Turner, J. C.; Hogg, M.; Oakes, P.; Reicher, S.; Wetherell, M.
  • An exploration of Biggs' constructive alignment in course design and its impact on students' learning approaches
    Wang, X. Y.; Su, Y. L.; Cheung, S.; Wong, E.; Kwong, T.
  • Constructive and destructive deviance in organizations
    Warren, D. E.
  • Experimental personality designs: Analyzing categorical by continuous variable interactions
    West, S. G.; Aiken, L. S.; Krull, J. L.
  • The development, validation and application of the Course Experience Questionnaire
    Wilson, K. L.; Lizzio, A.; Ramsden, P.
  • Understanding power and rules of thumb for determining sample sizes
    Wilson Van Voorhis, C. R.; Morgan, B. L.

You’re reading a free preview. Subscribe to read the entire article.

Try 2 weeks free now

DeepDyve is your
personal research library

It’s your single place to instantly
discover and read the research
that matters to you.

Enjoy affordable access to
over 18 million articles from more than
15,000 peer-reviewed journals.

All for just $49/month

Explore the DeepDyve Library

or browse the journals available

Search

Query the DeepDyve database, plus search all of PubMed and Google Scholar seamlessly

Organize

Save any article or search result from DeepDyve, PubMed, and Google Scholar... all in one place.

Access

Get unlimited, online access to over 18 million full-text articles from more than 15,000 scientific journals.

Your journals are on DeepDyve

Read from thousands of the leading scholarly journals from SpringerNature, Wiley-Blackwell, Oxford University Press and more.

All the latest content is available, no embargo periods.

See the journals in your area

DeepDyve

Freelancer

DeepDyve

Pro

Price

FREE

$49/month
$360/year

Save searches from
Google Scholar,
PubMed

Create folders to
organize your research

Export folders, citations

Read DeepDyve articles

Abstract access only

Unlimited access to over
18 million full-text articles

Print

20 pages / month

PDF Discount

20% off

Sign up
for free
Start 14 day
Free Trial