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Supporting students’ motivation for learning by challenging the student ‘consumer’ identity

Abstract

Research co-produced with my students over several years provided the first empirical evidence regarding the negative impacts on learning of students identifying as consumers. This work has culminated in the recent development and successful validation of a teaching resource (see www.brookes.ac.uk/SIIP) to support students’ motivation for learning by enabling them to critically reflect on the extent to which they identify as consumers. Our first publication on this topic (Bunce et al., 2017) found that a consumer identity is associated with lower academic attainment, and it is the highest cited paper in this area (371 citations according to Google Scholar). The open-access teaching resource has already been adopted by several universities nationally and internationally. [Submission to Oxford University Press 'Higher Education Psychology Teacher of the Year' award, 2021]

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Authors

Taylor, Louise

Oxford Brookes departments

Department of Psychology, Health and Professional Development

Dates

Year of publication: 2021
Date of RADAR deposit: 2021-10-04


Creative Commons License This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License


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