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<p>In an on-line format, the current research measured students’ (<i>N</i> = 453) social identifications as <i>university students</i> and as <i>university customers</i> to predict their self-reported engagement in deep and surface learning, attitudes toward cheating, intent to continue their studies, and their psychological well-being (e.g., affect, self-esteem). Also measured were students’ perceptions of deep- and surface-learning norms. Overall, students identified more strongly as students than as customers. More relevant to hypothesized social-psychological processes, social identification as a university student positively predicted their deep-learning approach and intent to continue, but negatively predicted their surface-learning approach and favorable attitudes toward cheating. Enhanced university-student social identification was also associated with favorable psychological well-being. In contrast, social identification as a customer positively predicted participants’ surface-learning approach and favorable attitudes toward cheating. It was only when students perceived high deep-learning norms that university-customer social identification yielded some favorable learning and well-being outcomes. Conceptually, these results provide further support for the application of the social identity approach to educational contexts. In application, the results reveal that social identification as a student offers far better learning and psychological well-being outcomes than social identification as a customer. However, if universities seek to embrace a transactional delivery of services and transform the student-as-customer metaphor into a reality, they have the additional responsibility to ensure there is a recognizable and acknowledged norm for deep learning.</p>

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The role of student and customer social identification on university students’ learning approaches and psychological well-being

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2025年4月21日

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  • Michael J. Platow,
  • Georgina C. Lee,
  • Chris Wang,
  • Diana M. Grace,
  • Mila Knezovic,
  • Lillian Smyth,
  • Kenneth I. Mavor

摘要

In an on-line format, the current research measured students’ (N = 453) social identifications as university students and as university customers to predict their self-reported engagement in deep and surface learning, attitudes toward cheating, intent to continue their studies, and their psychological well-being (e.g., affect, self-esteem). Also measured were students’ perceptions of deep- and surface-learning norms. Overall, students identified more strongly as students than as customers. More relevant to hypothesized social-psychological processes, social identification as a university student positively predicted their deep-learning approach and intent to continue, but negatively predicted their surface-learning approach and favorable attitudes toward cheating. Enhanced university-student social identification was also associated with favorable psychological well-being. In contrast, social identification as a customer positively predicted participants’ surface-learning approach and favorable attitudes toward cheating. It was only when students perceived high deep-learning norms that university-customer social identification yielded some favorable learning and well-being outcomes. Conceptually, these results provide further support for the application of the social identity approach to educational contexts. In application, the results reveal that social identification as a student offers far better learning and psychological well-being outcomes than social identification as a customer. However, if universities seek to embrace a transactional delivery of services and transform the student-as-customer metaphor into a reality, they have the additional responsibility to ensure there is a recognizable and acknowledged norm for deep learning.