Version 1
: Received: 28 June 2024 / Approved: 11 July 2024 / Online: 12 July 2024 (00:27:51 CEST)
How to cite:
Grozev, V. H.; Easterbrook, M. Can Social Identities Improve Working Students’ Academic and Social Outcomes? Lessons From Three Studies. Preprints2024, 2024070985. https://doi.org/10.20944/preprints202407.0985.v1
Grozev, V. H.; Easterbrook, M. Can Social Identities Improve Working Students’ Academic and Social Outcomes? Lessons From Three Studies. Preprints 2024, 2024070985. https://doi.org/10.20944/preprints202407.0985.v1
Grozev, V. H.; Easterbrook, M. Can Social Identities Improve Working Students’ Academic and Social Outcomes? Lessons From Three Studies. Preprints2024, 2024070985. https://doi.org/10.20944/preprints202407.0985.v1
APA Style
Grozev, V. H., & Easterbrook, M. (2024). Can Social Identities Improve Working Students’ Academic and Social Outcomes? Lessons From Three Studies. Preprints. https://doi.org/10.20944/preprints202407.0985.v1
Chicago/Turabian Style
Grozev, V. H. and Matthew Easterbrook. 2024 "Can Social Identities Improve Working Students’ Academic and Social Outcomes? Lessons From Three Studies" Preprints. https://doi.org/10.20944/preprints202407.0985.v1
Abstract
Previous literature has linked working for pay while attending university with negative academic and health outcomes, yet working students are often resilient when experiencing such adverse circumstances. This makes it crucial to explore potential psychological mechanisms which transform adverse experiences into sources of motivation and persistence for working students. We explore one mechanism – social identification – and its different foci – identifying as a student, employee, working student, or as a student of one’s discipline of study – as potential predictors of important academic (academic self-efficacy, approaches to learning, and academic achievement) and social (status in society) outcomes in three cross-sectional studies. In Study 1, part-time working hours (but not identification processes) were associated with academic self-efficacy. In Study 2, discipline identification and part-time working hours were associated with using deep approaches to learning. In Study 3, student identification was associated with increased status in society. Overall, discipline identification may be solely linked to academic outcomes, yet student identification should be explored further as a potential enhancer of social and graduate outcomes. We discuss additional mechanisms which can help to transform working students’ experiences through their social identities and suggest boundary conditions which can affect the link between these identities and important outcomes.
Keywords
social identity; working students; academic achievement; approaches to learning; academic self-efficacy
Subject
Social Sciences, Psychology
Copyright:
This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
