{"id":{"repo_id":"liverpool-jm","oai_identifier":"oai:researchonline.ljmu.ac.uk:5484"},"canonical_url":"https://search.dev.ndltd.org/etd/liverpool-jm/oai:researchonline.ljmu.ac.uk:5484","repository":{"repo_id":"liverpool-jm","name":"Liverpool Jon Moores University","base_url":"https://researchonline.ljmu.ac.uk/cgi/oai2"},"display":{"title":"TRANSITION INTO HIGHER EDUCATION: IS THE DEVELOPMENT OF AN ACADEMIC SOCIAL IDENTITY IN PSYCHOLOGY STUDENTS IMPORTANT TO ACHIEVEMENT?","abstract":"Identity has been recognised as a possible influence within education research and a student’s ability to achieve their full potential (Bluic, Ellis, Goodyear & Hendres, 2011). The current thesis explores identity in undergraduate Psychology students, in particular it provides a theoretical framework based on Social Identity Theory (Abrams & Hogg, 1990) for understanding how identity is developed. Transition is a time when identity is in flux (Gale & Parker, 2014) and therefore allows for a study identity change, development and the impact of this on attainment. The study took a mixed methods approach starting with two qualitative studies which explored identity processes in undergraduate students. It used a unique approach in Psychology by adopting a meta-ethnographical design (n=8) and an adapted form of Grounded Theory which allows for theory development through the integration of the original researcher’s analysis of the participant’s narratives across the eight papers (Noblit & Hare, 1988). A concept map provides an understanding of how transition and Social Identity Theory is integrated to facilitate identity change. A further qualitative study which uses a traditional focus group design and thematic analysis (n=18). Four themes emerged which present evidence for the importance of transition and identity for students. The qualitative studies also informed the development of a tool to measure Academic Social Identity. Validity and reliability was established through a number of iterations of Exploratory and Confirmatory factor analysis (n=205). The final psychometric scale includes items designed to measure normative processes, evaluation and emotion and reflect the theoretical framework of Social Identity Theory. The final study used a multiple regression analysis with ASI predicting GPA (n=71). The results indicated that the construct ASI had a strong relationship with academic achievement. The thesis discusses policy implications for institutional arrangements of student support services, transition and subject areas and a focus on attrition and student well-being.","abstract_html":"Identity has been recognised as a possible influence within education research and a student’s ability to achieve their full potential (Bluic, Ellis, Goodyear & Hendres, 2011). The current thesis explores identity in undergraduate Psychology students, in particular it provides a theoretical framework based on Social Identity Theory (Abrams & Hogg, 1990) for understanding how identity is developed. Transition is a time when identity is in flux (Gale & Parker, 2014) and therefore allows for a study identity change, development and the impact of this on attainment. The study took a mixed methods approach starting with two qualitative studies which explored identity processes in undergraduate students. It used a unique approach in Psychology by adopting a meta-ethnographical design (n=8) and an adapted form of Grounded Theory which allows for theory development through the integration of the original researcher’s analysis of the participant’s narratives across the eight papers (Noblit & Hare, 1988). A concept map provides an understanding of how transition and Social Identity Theory is integrated to facilitate identity change. A further qualitative study which uses a traditional focus group design and thematic analysis (n=18). Four themes emerged which present evidence for the importance of transition and identity for students. The qualitative studies also informed the development of a tool to measure Academic Social Identity. Validity and reliability was established through a number of iterations of Exploratory and Confirmatory factor analysis (n=205). The final psychometric scale includes items designed to measure normative processes, evaluation and emotion and reflect the theoretical framework of Social Identity Theory. The final study used a multiple regression analysis with ASI predicting GPA (n=71). The results indicated that the construct ASI had a strong relationship with academic achievement. The thesis discusses policy implications for institutional arrangements of student support services, transition and subject areas and a focus on attrition and student well-being.","abstract_has_math":false,"creators":["McGeough, J"],"institution":"Liverpool John Moores University","degree_name":"phd","degree_level":"doctoral","degree_discipline":null,"degree_department":null,"school":null,"contributors":["McIlroy, D","Palmer-Conn, S"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2017,"date_issued":"2017-01","date_published":"2017-01","updated_at":"2026-07-24T06:30:08Z","subjects":["LB2300 Higher Education"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://doi.org/10.24377/LJMU.t.00005484","outbound_label":"DOI","outbound_source":"dc:identifier.doi"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["McIlroy, D","Palmer-Conn, S"]},{"key":"dc:creator","label":"Author","values":["McGeough, J"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2017-01-11"]},{"key":"dc:date.issued","label":"Date","values":["2017-01"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["Natural Sciences and Psychology (closed 31 Aug 19)"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["Liverpool John Moores University"]},{"key":"dc:relation.isreferencedby","label":"Dc Relation Isreferencedby","values":["https://researchonline.ljmu.ac.uk/id/eprint/5484/"]},{"key":"dc:type","label":"Dc Type","values":["Thesis"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["doctoral"]},{"key":"dc:type.qualificationname","label":"Dc Type Qualificationname","values":["phd"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["LB2300 Higher Education"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.doi","label":"DOI","values":["10.24377/LJMU.t.00005484"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://researchonline.ljmu.ac.uk/id/eprint/5484/1/2017mcgeoughphd.pdf"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["Identity has been recognised as a possible influence within education research and a student’s ability to achieve their full potential (Bluic, Ellis, Goodyear & Hendres, 2011). The current thesis explores identity in undergraduate Psychology students, in particular it provides a theoretical framework based on Social Identity Theory (Abrams & Hogg, 1990) for understanding how identity is developed. Transition is a time when identity is in flux (Gale & Parker, 2014) and therefore allows for a study identity change, development and the impact of this on attainment. The study took a mixed methods approach starting with two qualitative studies which explored identity processes in undergraduate students. It used a unique approach in Psychology by adopting a meta-ethnographical design (n=8) and an adapted form of Grounded Theory which allows for theory development through the integration of the original researcher’s analysis of the participant’s narratives across the eight papers (Noblit & Hare, 1988). A concept map provides an understanding of how transition and Social Identity Theory is integrated to facilitate identity change. A further qualitative study which uses a traditional focus group design and thematic analysis (n=18). Four themes emerged which present evidence for the importance of transition and identity for students. The qualitative studies also informed the development of a tool to measure Academic Social Identity. Validity and reliability was established through a number of iterations of Exploratory and Confirmatory factor analysis (n=205). The final psychometric scale includes items designed to measure normative processes, evaluation and emotion and reflect the theoretical framework of Social Identity Theory. The final study used a multiple regression analysis with ASI predicting GPA (n=71). The results indicated that the construct ASI had a strong relationship with academic achievement. The thesis discusses policy implications for institutional arrangements of student support services, transition and subject areas and a focus on attrition and student well-being."]},{"key":"dc:format","label":"Dc Format","values":["text"]},{"key":"dc:title","label":"Title","values":["TRANSITION INTO HIGHER EDUCATION: IS THE DEVELOPMENT OF AN ACADEMIC SOCIAL IDENTITY IN PSYCHOLOGY STUDENTS IMPORTANT TO ACHIEVEMENT?"]}]}],"canonical_facts":{"dc:contributor":["McIlroy, D","Palmer-Conn, S"],"dc:creator":["McGeough, J"],"dc:date":["2017-01-11"],"dc:date.issued":["2017-01"],"dc:description.abstract":["Identity has been recognised as a possible influence within education research and a student’s ability to achieve their full potential (Bluic, Ellis, Goodyear & Hendres, 2011). The current thesis explores identity in undergraduate Psychology students, in particular it provides a theoretical framework based on Social Identity Theory (Abrams & Hogg, 1990) for understanding how identity is developed. Transition is a time when identity is in flux (Gale & Parker, 2014) and therefore allows for a study identity change, development and the impact of this on attainment. The study took a mixed methods approach starting with two qualitative studies which explored identity processes in undergraduate students. It used a unique approach in Psychology by adopting a meta-ethnographical design (n=8) and an adapted form of Grounded Theory which allows for theory development through the integration of the original researcher’s analysis of the participant’s narratives across the eight papers (Noblit & Hare, 1988). A concept map provides an understanding of how transition and Social Identity Theory is integrated to facilitate identity change. A further qualitative study which uses a traditional focus group design and thematic analysis (n=18). Four themes emerged which present evidence for the importance of transition and identity for students. The qualitative studies also informed the development of a tool to measure Academic Social Identity. Validity and reliability was established through a number of iterations of Exploratory and Confirmatory factor analysis (n=205). The final psychometric scale includes items designed to measure normative processes, evaluation and emotion and reflect the theoretical framework of Social Identity Theory. The final study used a multiple regression analysis with ASI predicting GPA (n=71). The results indicated that the construct ASI had a strong relationship with academic achievement. The thesis discusses policy implications for institutional arrangements of student support services, transition and subject areas and a focus on attrition and student well-being."],"dc:format":["text"],"dc:identifier.doi":["10.24377/LJMU.t.00005484"],"dc:identifier.uri":["https://researchonline.ljmu.ac.uk/id/eprint/5484/1/2017mcgeoughphd.pdf"],"dc:publisher.department":["Natural Sciences and Psychology (closed 31 Aug 19)"],"dc:publisher.institution":["Liverpool John Moores University"],"dc:relation.isreferencedby":["https://researchonline.ljmu.ac.uk/id/eprint/5484/"],"dc:subject":["LB2300 Higher Education"],"dc:title":["TRANSITION INTO HIGHER EDUCATION: IS THE DEVELOPMENT OF AN ACADEMIC SOCIAL IDENTITY IN PSYCHOLOGY STUDENTS IMPORTANT TO ACHIEVEMENT?"],"dc:type":["Thesis"],"dc:type.qualificationlevel":["doctoral"],"dc:type.qualificationname":["phd"]},"updated_at":"2026-07-24T06:30:08Z"}