The role of social identification as university student in learning: relationships between students’ social identity, approaches to learning, and academic achievement

2011 ◽  
Vol 31 (5) ◽  
pp. 559-574 ◽  
Author(s):  
Ana-Maria Bliuc ◽  
Robert A. Ellis ◽  
Peter Goodyear ◽  
Daniela Muntele Hendres
Keyword(s):  
Academic Achievement ◽  
Social Identity ◽  
Approaches To Learning ◽  
Social Identification ◽  
University Student ◽  
Learning Relationships

When history perpetuates stereotypes and narratives: The burden of historical representations on the well-being of Africans living in Europe

2021 ◽  
Author(s):  
Raymond Boateng
Keyword(s):  
Social Identity ◽  
Well Being ◽  
Self Esteem ◽  
Social Identification ◽  
Potential Impact ◽  
Historical Representations ◽  
Mediational Role ◽  
The Relationship ◽  
Harmful Effects

Previous research outlined that historical representations of different groups underlie stereotypes and prejudice. Considering the gap in the literature on historical representations and their potential impact on well-being, this study tested hypotheses concerning historical representations of Africans (N = 225) in Europe in relation to well-being outcomes in that population. Furthermore, the study tested the mediational role of stereotype confirmation concerns and social identification in the relationship between historical representations and well-being. Consistent with the predictions, historical representations were associated with poorer well-being. Particularly, historical representations were related to increased anxiety and low self-esteem through their relationship with stereotype confirmation concerns. Social identity mitigated the harmful effects of historical representations on self-esteem. However social identity did not mediate the relationship between historical representations and anxiety. The findings highlight the effects of historical representations on well-being.

scholarly journals Shared social identity transforms social relations in imaginary crowds

2020 ◽  
pp. 136843022093675 ◽  
Author(s):  
Fergus G. Neville ◽  
David Novelli ◽  
John Drury ◽  
Stephen D. Reicher
Keyword(s):  
Social Identity ◽  
Social Interactions ◽  
Social Relations ◽  
Positive Emotions ◽  
Social Identification ◽  
Within Subjects ◽  
Physical Touch ◽  
The Difference ◽  
The One

In this paper we present three studies that address the difference between physical and psychological groups, the conditions that create a transformation from the one into the other, and the psychological processes underlying this transformation. In Study 1 we demonstrate correlations between shared social identity, desired physical proximity to others, and positive emotions in the company of others. Study 2, employing a between-subjects design, finds that an event that creates shared fate, such as the breakdown of a train, leads to greater comfort in social interactions (e.g., ease of conversation) and comfort in sensual interactions (e.g., tolerance of physical touch) with other passengers, and that this occurs through an increase in shared social identity but not through social identification. Study 3 obtains similar findings using a within-subjects design. In combination, these studies provide consistent evidence for the role of shared social identity in the emergence of psychological groups from physical groups.

How does school climate impact academic achievement? An examination of social identity processes

2017 ◽  
Vol 38 (1) ◽  
pp. 78-97 ◽  
Author(s):  
Katherine J. Reynolds ◽  
Eunro Lee ◽  
Isobel Turner ◽  
David Bromhead ◽  
Emina Subasic
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
School Climate ◽  
Social Identity ◽  
Parental Education ◽  
Standardized Test ◽  
Climate Impact ◽  
Social Identification ◽  
School Identification ◽  
Identity Processes

In explaining academic achievement, school climate and social belonging (connectedness, identification) emerge as important variables. However, both constructs are rarely explored in one model. In the current study, a social psychological framework based on the social identity perspective (Turner, Hogg, Oakes, Reicher, & Wetherell, 1987) is introduced that provides a way to integrate these two areas of enquiry. Using this framework, the current study ( N = 340 grade 7 and 9 students) investigates: (a) school climate and social identification as distinct predictors of academic achievement; and (b) social identification as a mediator of the school climate and achievement relationship. Achievement in reading, numeracy and writing was assessed by a national standardized test. The three variables most significantly associated with achievement were parental education, socio-economic status, and school identification. In line with predictions, school identification fully mediated the relationship between school climate and academic achievement in numeracy and writing, but not reading. The research highlights the importance of feeling psychologically connected to the school as a group for academic success.

School Success and School Engagement of Immigrant Children and Adolescents

2013 ◽  
Vol 18 (2) ◽  
pp. 126-135 ◽  
Author(s):  
Frosso Motti-Stefanidi ◽  
Ann S. Masten
Keyword(s):  
Academic Achievement ◽  
Academic Success ◽  
Children And Adolescents ◽  
School Engagement ◽  
School Success ◽  
Immigrant Children ◽  
Integrative Model ◽  
High Stakes ◽  
The Individual

Academic achievement in immigrant children and adolescents is an indicator of current and future adaptive success. Since the future of immigrant youths is inextricably linked to that of the receiving society, the success of their trajectory through school becomes a high stakes issue both for the individual and society. The present article focuses on school success in immigrant children and adolescents, and the role of school engagement in accounting for individual and group differences in academic achievement from the perspective of a multilevel integrative model of immigrant youths’ adaptation ( Motti-Stefanidi, Berry, Chryssochoou, Sam, & Phinney, 2012 ). Drawing on this conceptual framework, school success is examined in developmental and acculturative context, taking into account multiple levels of analysis. Findings suggest that for both immigrant and nonimmigrant youths the relationship between school engagement and school success is bidirectional, each influencing over time the other. Evidence regarding potential moderating and mediating roles of school engagement for the academic success of immigrant youths also is evaluated.

Processing of Social Identity Threats

2013 ◽  
Vol 44 (6) ◽  
pp. 361-372 ◽  
Author(s):  
Natascha de Hoog
Keyword(s):  
Social Identity ◽  
Social Identification ◽  
Negative Group ◽  
Identity Threat ◽  
Neutral Group ◽  
Threat Perceptions ◽  
Social Identity Threat ◽  
Identity Threats ◽  
Group Information ◽  
Source Study

The underlying process of reactions to social identity threat was examined from a defense motivation perspective. Two studies measured respondents’ social identification, after which they read threatening group information. Study 1 compared positive and negative group information, attributed to an ingroup or outgroup source. Study 2 compared negative and neutral group information to general negative information. It was expected that negative group information would induce defense motivation, which reveals itself in biased information processing and in turn affects the evaluation of the information. High identifiers should pay more attention to, have higher threat perceptions of, more defensive thoughts of, and more negative evaluations of negative group information than positive or neutral group information. Findings generally supported these predictions.

I Want to Be Like You

2012 ◽  
Vol 43 (3) ◽  
pp. 115-126 ◽  
Author(s):  
Christina Matschke ◽  
Kai Sassenberg
Keyword(s):  
Social Identity ◽  
Identity Development ◽  
Self Regulation ◽  
Active Role ◽  
Social Identification ◽  
Social Self ◽  
Approach And Avoidance ◽  
Internal Motivation ◽  
Avoidance Strategies ◽  
Social Identity Development

Entering a new group provides the potential of forming a new social identity. Starting from self-regulation models, we propose that goals (e.g., internal motivation to enter the group), strategies (e.g., approach and avoidance strategies), and events (e.g., the group’s response) affect the development of the social self. In two studies we manipulated the group’s response (acceptance vs. rejection) and assessed internal motivation as well as approach and avoidance strategies. It was expected, and we found, that when newcomers are accepted, their use of approach strategies (but not avoidance strategies) facilitates social identification. In line with self-completion theory, for highly internally motivated individuals approach strategies facilitated social identification even upon rejection. The results underline the active role of newcomers in their social identity development.

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