Higher Levels of University and Discipline Identification Are Associated with Deep Learning Approaches and Better Psychological Outcomes.

Banas, KJ (Kasia)¹, Bottomley, E (Ewan)^1
1University of Edinburgh, 7 George Square, EH8 9JZ, Edinburgh

 

Submission type

Oral only

Scheduled

Sinzendorfzaal, 26-09-2019, 15:30 - 17:00

Keywords

discipline identification, university identification, learning approaches, wellbeing,

Summary

Recent research has suggested that students’ social identification with their discipline is associated with the adoption of positive learning approaches (Smyth et al., 2015). Specifically, identification with one’s discipline is related to the adoption of a deeper learning approach, indicating a desire to immerse one’s self in learning (Biggs, 1999; Smyth et al., 2015). This study examines the ways in which student identification is associated not only with learning approaches, but also psychological outcomes within a university context. In a sample of Edinburgh University 1st year undergraduate Psychology students (n=185), we investigated whether identification with either Edinburgh University or Psychology was associated with the adoption of specific learning approaches and more positive psychological outcomes. Our results revealed that identification with the University was significantly associated with the adoption of a deep learning approach, lower levels of burn-out and less depression. On the other hand, identification with Psychology was negatively correlated with a surface learning approach (attempting to complete the workload with minimum effort). Therefore, the current study suggests that higher levels of university and departmental identification may be beneficial for the adoption of deep learning approaches and psychological well-being.

Auteurs