Exploring the Impact of Group Identity at University on Psychological and Behavioural Outcomes

Autor/inn/en	Spiridon, Elena; Davies, Jean; Kaye, Linda K.; Nicolson, Rod I.; Tang, Bryan W. X.; Tan, Angel J. Y.; Ransom, Heather J.
Titel	Exploring the Impact of Group Identity at University on Psychological and Behavioural Outcomes
Quelle	In: Journal of Further and Higher Education, 45 (2021) 7, S.932-942 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Kaye, Linda K.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-877X
DOI	10.1080/0309877X.2020.1831450
Schlagwörter	Group Unity; Peer Relationship; College Freshmen; Psychological Patterns; Sense of Community; College Attendance; Academic Achievement; Resilience (Psychology); Well Being; Identification; Beliefs; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Gruppenidentität; Peer-Beziehungen; Studienanfänger; College; Colleges; Attendance; Hochschule; Fachhochschule; Anwesenheit; Schulleistung; Well-being; Wellness; Wohlbefinden; Identifikation; Identifizierung; Belief; Glaube; Ausland
Abstract	With respect to supporting student well-being and success, the current research developed a peer support scheme, built on the principles of Social Identity Theory (SIT). This was targeted towards first year undergraduate psychology students, in which measures of collective identity, sense of belonging, group efficacy, happiness and resilience were obtained, along with attendance and academic attainment. Following one academic year of being part of our peer support scheme, participants (N = 90) completed a questionnaire and consented to their attendance and attainment data to be used. It was found that students' collective identity was positively related to their sense of belonging, group efficacy beliefs and happiness. Further, the sense of belonging was a reliable predictor of happiness, but not attendance or academic attainment. Therefore, there is some evidence to suggest that an SIT-driven peer support scheme can support students' psychosocial well-being, although more is needed to ascertain whether this could be developed further to observe any course-related outcomes. Theoretical contributions to SIT are therefore presented, in which the insights can be applied to Higher Education beyond the UK. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01