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Taylor Bunce L, Bennett M, Jones SE. The Relation Between Discipline Identity and Academic Achievement Within a Marketized Higher Education Context: A Serial Mediation Model of Approaches to Learning and Course Complaints. Front Psychol 2022; 13:749436. [PMID: 36237700 PMCID: PMC9552709 DOI: 10.3389/fpsyg.2022.749436] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/29/2021] [Accepted: 02/09/2022] [Indexed: 11/13/2022] Open
Abstract
Social-psychological dimensions of learning are under-researched, but they affect student achievement. Within a marketized higher education context in England, United Kingdom, this study examined whether the relation between students’ social identities as members of their discipline and academic achievement could be further understood by considering the mediating roles of approaches to learning and frequency of making course complaints. Undergraduates (N = 679) completed a questionnaire to assess these constructs. As expected, approaches to learning and course complaining both acted as serial mediators of the link between discipline identification and academic achievement: stronger discipline identification was related to more deep approaches to learning, less complaining, and higher achievement, whereas weaker discipline identification was related to more surface approaches to learning, more complaining, and lower achievement. The findings suggest that addressing these social-psychological aspects of learning could improve students’ academic achievement.
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Affiliation(s)
- Louise Taylor Bunce
- Psychology Department, University of Winchester, Winchester, United Kingdom
- *Correspondence: Louise Taylor Bunce,
| | - Melanie Bennett
- Department of Psychology, Goldsmiths College, University of London, London, United Kingdom
| | - Siân E. Jones
- Division of Psychology, Sociology and Education, Queen Margaret University, Edinburgh, United Kingdom
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Foxcroft DR, Howcutt SJ, Matley F, Taylor Bunce L, Davies EL. Testing socioeconomic status and family socialization hypotheses of alcohol use in young people: A causal mediation analysis. J Adolesc 2022; 94:240-252. [DOI: 10.1002/jad.12023] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/10/2021] [Accepted: 02/01/2022] [Indexed: 11/05/2022]
Affiliation(s)
| | | | - Fiona Matley
- Prevention Science Group Oxford Brookes University Oxford UK
| | | | - Emma L. Davies
- Prevention Science Group Oxford Brookes University Oxford UK
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