PSYC1005 Lecture Notes - Lecture 5: Social Identity Theory, Deep Learning, Henri Tajfel
PSYC 1005: Social Identity and Academic Outcomes (Week 5):
Self and Education
→ Self and learning intertwined (self often understood as the outcome of learning)
→ Self – has a role in explaining behaviours, shaping attitudes and guiding learning
Social Identity Approach (Psychological Analysis)
→ Social Identity Theory (Tajfel & Turner 1986)
→ Self-Categorisation Theory (Turner, Hoggs, Oakes, Reicher & Wetherell 1987)
o At least three levels of abstraction of self-categorisation:
• Subordinate level of personal self-categorisations
• Super-ordinate level of self as a human being
• Intermediate level of ingroup-outgroup categorisations
• Personal self-categorisations have no privileged status in defining self
→ “oial idetifiatio as a studet o ith oe’s disiplie is positively related to deep
approaches to learning
→ Social identification with groups that do not have deep learning norms will not lead
to the adoption of a deep learning approach for oneself
o O sufae appoah to leaig e.g. I see o poit i leaning material
hih is ot likel to e i the eaiatio is egatiel assoiated ith
disciplinary social identification and actual grades
→ Deep approaches to learning positively predict positive academic performance
→ “oial idetifiatio ith oe’s school/university residential hall is positively related
to psychological wellbeing
o Self-esteem positively affected
o Social support and social connectedness positively related to both forms of
social identification
→ Social identification as a student can enhance health-related behaviours if student
norms are also for health-related behaviours
→ “oial idetifiatio ith oe’s uiesit ehaes oe’s desie to patiipate i
university-based decision-making
→ “oial idetifiatio ith oe’s uiesit residence hall or as a university student
ehaes oe’s illigess to speak out agaist oute-normative behaviours
(including counter normative study behaviours)
Social Identity and Academic Outcomes
→ Thee is o uestio that studets’ idiosati abilities, motivations, histories and
personalities all contribute to their approach and success in learning, to their
personal well-being, and their willingness to engage in the broader university life
find more resources at oneclass.com
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Document Summary
Psyc 1005: social identity and academic outcomes (week 5): Self and learning intertwined (self often understood as the outcome of learning) Self has a role in explaining behaviours, shaping attitudes and guiding learning. Social identity theory (tajfel & turner 1986) O(cid:272)ial ide(cid:374)tifi(cid:272)atio(cid:374) as a stude(cid:374)t o(cid:396) (cid:449)ith o(cid:374)e"s dis(cid:272)ipli(cid:374)e is positively related to deep. Intermediate level of ingroup-outgroup categorisations approaches to learning. Deep approaches to learning positively predict positive academic performance. O(cid:272)ial ide(cid:374)tifi(cid:272)atio(cid:374) (cid:449)ith o(cid:374)e"s school/university residential hall is positively related to psychological wellbeing: self-esteem positively affected, social support and social connectedness positively related to both forms of social identification. Social identification as a student can enhance health-related behaviours if student norms are also for health-related behaviours. O(cid:272)ial ide(cid:374)tifi(cid:272)atio(cid:374) (cid:449)ith o(cid:374)e"s u(cid:374)i(cid:448)e(cid:396)sit(cid:455) e(cid:374)ha(cid:374)(cid:272)es o(cid:374)e"s desi(cid:396)e to pa(cid:396)ti(cid:272)ipate i(cid:374) university-based decision-making. O(cid:272)ial ide(cid:374)tifi(cid:272)atio(cid:374) (cid:449)ith o(cid:374)e"s u(cid:374)i(cid:448)e(cid:396)sit(cid:455) residence hall or as a university student e(cid:374)ha(cid:374)(cid:272)es o(cid:374)e"s (cid:449)illi(cid:374)g(cid:374)ess to speak out agai(cid:374)st (cid:272)ou(cid:374)te(cid:396)-normative behaviours (including counter normative study behaviours)
