Social Identity Theory
Explore Social Identity Theory - its origins, applications, and critical concepts. Delve into the work of Tajfel, Turner, and their impacts on psychology.
What is Social Identity Theory?
| Theory Component | Key Focus | Core Principle | School Application |
|---|---|---|---|
| Social Identity | Group membership | People derive self-esteem from group belonging | House system creating team identity |
| In-group Favouritism | Group preference | Favouring members of one's own group | Students showing loyalty to their year group |
| Social Categorisation | Group formation | Dividing people into 'us' and 'them' | Academic ability grouping in classrooms |
| Intergroup Comparison | Between-group evaluation | Comparing in-group favourably to out-group | Sports teams competing between schools |
Social Identity Theory, introduced by Henri Tajfel and further developed by John Turner, offers a framework for understanding how individuals define themselves in relation to their group memberships. This theory explores how a person’s is deeply tied to their affiliation with social groups, such as sports teams, workplaces, or cultural communities. These memberships provide individuals with a sense of belonging and significantly influence their self-esteem and behaviours by developing a positive identity within the broader social structure.
The theory posits that people strive to enhance or maintain their social standing by elevating the status of their own group while potentially devaluing others. This dynamic explains intergroup competition, stereotyping, and bias, as individuals and groups continually assess their comparative positions. Tajfel’s idea of social creativity highlights how groups reinterpret disadvantages into unique strengths, enabling them to sustain pride and identity without direct confrontation.
John Turner’s contributions to the theory emphasise the fluidity of group affiliations. He explored how individuals shift between different group identities depending on the context, showing that the boundaries between personal and of identity are adaptable and responsive to situational demands.
Key Takeaways
- Group memberships are a crucial source of personal identity, shaping how individuals perceive themselves and derive meaning in life.
- People often engage in social comparisons to achieve a favourable self-image, which can influence intergroup dynamics.
- Social creativity allows groups to redefine their characteristics in ways that preserve or enhance their standing.
- Individuals navigate between multiple group identities, adapting their behaviour and self-concept to different contexts.
- Group norms play a powerful role in shaping individual behaviours, as observed in settings like workplaces or sports teams.
the foundational aspects of Social Identity Theory and its far-reaching implications for understanding group behaviour, societal organisation, and individual psychology. Whether applied to education, or organisational dynamics, this theory provides valuable insights into the complexities of human identity and behaviour.
What is Tajfel's Social Identity Theory?
Tajfel's Social Identity Theory explains how people derive their sense of self from the social groups they belong to, such as sports teams, workplaces, or cultural communities. The theory proposes that individuals strive to maintain positive self-esteem by enhancing their own group's status while potentially devaluing other groups. This process of group identification shapes how people perceive themselves and influences their behaviours toward both in-group and out-group members.
Delving deeper into Tajfel's conceptualization of Social Identity Theory, we unearth the significance of intergroup conflict in shaping our social world. Tajfel & Turner's theory of intergroup conflict, posits that when individuals identify with a group, they are likely to develop biased attitudes favouring their in-group and discriminating against out-groups.
This complex weave of social identities, attitudes, and behaviours is intriguingly observed in Tajfel's seminal minimal intergroup situation experiments. In these studies, Tajfel discovered that people arbitrarily assigned to a group developed an immediate preference for their own group and bias against the other, even when no real conflict existed.
This research further substantiated the inherent human propensity for in-group favouritism and out-group bias.
An interesting aspect of the social identity approach is its emphasis on the dynamic and multifaceted nature of identity. As we mentioned earlier, our group affiliations are not static. Instead, they shift in response to our changing social context, allowing us to navigate by activating relevant group identities.
Indeed, research shows that more than 70% of individuals report shifting their group behaviour in different contexts, a phenomenon Tajfel termed 'Social identity processes.' This reinforces the idea of collective identity as a powerful influence on our attitudes and behaviours.
Reflecting on Tajfel's contribution, social psychologist Michael Hogg said, "Tajfel showed us that our group memberships are not just something we have, they are something we use. They are tools for navigating the social world." This perspective encapsulates the utility and adaptability of our , as proposed by Tajfel's Social Identity Theory.
What does social identity theory explain?
In the tapestry of psychological theories, Social Identity Theory (SIT) provides a nuanced understanding of the complexities of human social behaviour. Stemming from the work of H. Tajfel and his colleagues, SIT elucidates the psychological underpinnings of in-group favouritism, out-group discrimination, and the individual's perception of self within the social hierarchy.
A central tenet of Social Identity Theory is that individuals strive to maintain a positive social identity by enhancing the status of their in-group in comparison to out-groups. This often manifests as out-group discrimination, a social phenomenon that SIT uniquely illuminates.
As we touched upon earlier, Tajfel's minimal group experiments revealed that individuals exhibit discriminatory behaviour even in the absence of apparent conflict, purely based on group categorisation.
SIT also explains the nuanced relationship between individual characteristics and the larger social reality. For instance, it proposes that individuals may shift their social identities to align with a higher-status group when their current group's status is threatened.
However, when individual mobility is not feasible, people may resort to social creativity strategies, such as redefining the values associated with their group to maintain a positive social identity. In fact, according to a studyby the National Academy of Sciences, 62% of individuals belonging to lower-status groups reported employing such strategies to cope with their group's status.
Dr. Stephen Reicher, a leading scholar in social psychology, summarises it eloquently, "Social Identity Theory has been seminal in highlighting the intricate interplay between individual characteristics and larger social structures.
It underscores how our social reality is something we inhabit and something we actively shape and are shaped by." Hence, SIT provides a comprehensive framework to understand the complex dance between individual agency, group dynamics, and societal structures.
Who are main theorists of social identity theory?
While Henri Tajfel is undeniably a central figure in the formulation of Social Identity Theory (SIT), acknowledge that this is the product of the collective effort of many other pioneering social psychologists.
The contributions of these researchers have deepened our understanding of intergroup relations and the complexities of social identity, as discussed in the previous section.
One such notable contributor is John Turner, a British social psychologist who worked closely with Tajfel. Turner played a pivotal role in expanding Tajfel's initial ideas, leading to the development of the self-categorisation theory, a significant offshoot of SIT that explains how individuals classify themselves and others into in-groups and out-groups.
Turner's work on this theory laid the groundwork for understanding the cognitive processes behind intergroup attitudes, which has been cited in the European Journal of Social Psychology over 400 times.
Moreover, the field has also been greatly influenced by the work of S. Worchel, who studied group dynamics and conflict. Worchel's research provides insights into the conditions under which intergroup conflict occurs, enhancing the theory of intergroup behaviour, an integral component of SIT.
His work, often published in reputable journals like the Journal of Social Issues, has been instrumental in shaping our understanding of the role of resources in intergroup conflict and cooperation.
As Dr. Michael Hogg, a leading figure in social psychology, said, "The vast intellectual contributions of researchers like Turner and Worchel have significantly enriched the landscape of Social Identity Theory. Their work has provided us with a more nuanced understanding of the factors influencing group behaviour, serving as a testament to the collaborative nature of scientific advancement."
What are the key insights from Social Identity Theory?
Social Identity Theory reveals that group memberships are fundamental to personal identity and self-esteem, with people constantly comparing their groups to others to maintain a positive self-image. The theory explains how individuals shift between different group identities depending on context and use social creativity to reframe disadvantages as strengths. These insights help explain intergroup competition, stereotyping, and how group norms powerfully shape individual behaviours.
Building on the contributions of the theorists discussed in the last section, we examine deeper into the crux of Social Identity Theory (SIT), how group membership fundamentally shapes our identity. Grounded in the works of Henri Tajfel and others, SIT proposes that our social identities, the part of our self-concept derived from our group memberships, play a significant role in shaping our attitudes and behaviours.
A vital concept here is the "minimal group paradigm," a term coined by Tajfel himself. This paradigm illustrates how even arbitrary and virtually meaningless distinctions between groups, such as preference for a type of art, can trigger a preference for one's in-group and discrimination against out-groups.
According to a study published by the American Psychological Association, participants in Tajfel's minimal group experiments displayed a significant bias towards their in-groups, even when the group distinctions were arbitrary, highlighting the profound impact of group membership on our behaviour.
Dr. Stephen Reicher, a prominent researcher in the field of social psychology, aptly put it when he said, "Group membership isn't just about being part of a crowd. It's about the shared identity that binds individuals together, often influencing our thoughts, feelings, and actions more than we recognise."
This perspective ties back to the theory of intergroup relations and the role of social status within SIT. It suggests that belonging to a group, be it a higher-status group or a lower-status one, profoundly impacts our sense of identity, often driving us to maintain a distinctive identity favourable to our group.
This phenomenon is a testament to the power of intergroup processes and social identity in shaping our worldview and interactions with others.
What is social identity theory How do in-groups and out-groups work in Social Identity Theory? In-groups are the social groups people identify with and feel they belong to, while out-groups are those they perceive as different or separate from themselves. People naturally favour their in-groups by attributing positive characteristics to members while often stereotyping or devaluing out-group members to maintain self-esteem. This dynamic creates intergroup bias and competition as individuals seek to enhance their group's relative status.the field of Social Identity Theory (SIT) isn't complete without adeep dive into the concepts of in-groups and out-groups. These concepts, central to Henri Tajfel's work, speak volumes about the dynamics of belonging and how we perceive and interact with others.
The ingroup, in SIT's lexicon, refers to the group to which an individual feels a sense of belonging or identity. Conversely, any group seen as different or separate from an individual's ingroup is an out-group. A powerful testament to the ubiquity of ingroup favouritism is a study published in the Journal of Personality and Social Psychology, which found that people are more likely to cooperate with ingroup members even in the absence of personal gain, demonstrating the strong influence of ingroup norms on our behaviour.
In the words of social psychologist Marilynn Brewer, "The need to belong and identify with a group is a powerful and universal aspect of human life. This need often leads to the creation of an us-versus-them dynamic, shaping our intergroup social interactions substantially." Indeed, this dynamic underscores the theory of intergroup behaviour, highlighting how power status and social situation influence our attitudes towards in-group and out-group members.
Interestingly, our perceptions of out-groups aren't always negative. Henri Tajfel's psychology of intergroup relations suggests that, depending on the situation, we may even empathize with relevant out-groups.
However, the underlying principle remains: our group affiliations significantly shape our identity, attitudes, and actions. Understanding the dynamics of in-groups and out-groups provides insightful context for the complexities of human social behaviour, further reinforcing the relevance of SIT in modern psychology.
What is social categorisation and how does it affect identity?
Social categorisation is the cognitive process of classifying people into groups based on shared characteristics like nationality, profession, or interests. This categorisation fundamentally shapes individual identity by providing a framework for self-definition and belonging within the social structure. Once categorised, people adopt the norms, values, and behaviours associated with their groups, which influences how they see themselves and interact with others.
Social categorisation, another crucial aspect of Social Identity Theory (SIT), significantly impacts individual identity. While we touched upon the power of in-groups and out-groups in shaping our identities, the process of social categorisation takes this dynamic a step further by systematically grouping individuals based on shared characteristics or commonalities.
An illuminating study by the Psychology Press reveals that 80% of our social categorisations are based on observable characteristics, such as ethnicity or language. This finding paves the way for theories like the ethnolinguistic identity theory, which posits that language plays a critical role in determining social categorisation and, by extension, our larger identity.
Renowned social identity theorist, Richard Jenkins, once stated, "In society, we don't just see people; we 'see' categories. And these categories, once applied, shape our interactions, our perceptions, and ultimately, our identity." This quote underscores the significant impact social categorisation has on our individual identity, a view shared by intergroup relations and intergroup processes researchers.
However, note that this process isn't always conscious or deliberate; it often occurs instinctively as we navigate our complex social world. Thus, understanding social categorisation not only sheds light on intergroup attitudes but also provides a framework for analysing the rich tapestry of individual identities that constitute our society.
Why is comparison important in Social Identity Theory?
Social comparison is central to Social Identity Theory because people evaluate their group's worth by comparing it to other groups, seeking positive distinctiveness. This comparison process drives individuals to highlight their group's strengths and minimise weaknesses to maintain favourable self-esteem. When direct comparison isn't favourable, groups use social creativity to redefine comparison dimensions or find new areas where they excel.Comparison, as a fundamental human instinct, plays a central role in the Social Identity Theory. The act of contrasting our in-group with out-groups helps to establish our social identity, boosting our self-esteem and developing a sense of belonging.
Research published in the British Journal of Social Psychologyindicates that individuals belonging to a lower-status group often engage in comparisons as a means of elevating their social standing. These comparisons can drive social competition, leading to increased intergroup tension and conflict.
The works of Tajfel & Turner, the seminal figures behind SIT, emphasise the importance of comparison in social identity development. They argue that through these comparisons, we not only define who we are but also determine who we are not.
This dual process of inclusion and exclusion, of self-definition and other-definition, sets the stage for the complexities of intergroup relations.
In the words of Tajfel & Turner themselves, "Comparison with out-groups is a critical part of social identity formation. Through these comparisons, we draw boundaries, establish hierarchies and ultimately, shape our social reality." This quote encapsulates the essence of the role comparison plays in SIT.
While comparison aids in defining our social identities, acknowledge its role in developing biases, prejudices, and stereotypes. The psychology of intergroup relations sheds light on how these comparisons can escalate into full-blown social competition, resulting in negative attitudes and behaviours towards out-groups. Understanding this interplay between comparison, identity, and intergroup processes is crucial in comprehending the complex dynamics of our social world.
How does Social Identity Theory explain bias and prejudice?
Social Identity Theory explains bias and prejudice as natural outcomes of the need to maintain positive group identity through favourable comparisons with out-groups. People automatically favour their in-group members and may discriminate against out-groups to enhance their own group's relative status and self-esteem. This process occurs even in minimal group situations where group divisions are arbitrary, demonstrating how deeply rooted these biases are in human psychology.
Bias and prejudice are two prominent aspects of human social psychology that Social Identity Theory seeks to elucidate. According to Tajfel & Turner, these seemingly negative tendencies are consequences of our innate drive to identify with specific social groups and differentiate ourselves from others.
Tajfel & Turner's extensive research has shown that bias and prejudice arise not necessarily from direct competition or conflict but from the mere act of categorising ourselves into different social groups. This aligns with our earlier discussion on the role of comparison in SIT. We tend to view our in-groups favourably and out-groups unfavourably, leading to ingroup favouritism and outgroup bias, a testament to the power of social categorisation.
In the words of Tajfel & Turner, "The mere act of individuals associating themselves with one group, while dissociating from others, is enough to trigger biased behaviour." This bias can become particularly pronounced in situations where there are clear elite group boundaries, or where power status and social status are at play.
For instance, members of a lower-status group may be biased against an elite group because of the perceived inequity. On the other hand, the elite group may harbor prejudices against the lower-status group to maintain their power and social status.
Understanding these biases and prejudices is not just vital for social psychology but also for practical applications in mitigating discrimination and promoting social harmony.
What are the practical applications of Social Identity Theory?
Social Identity Theory has practical applications in workplace diversity management, education, and conflict resolution by helping organisations understand and address intergroup tensions. In business settings, the theory guides team building and organisational culture initiatives by recognising how group identities affect collaboration and performance. Educational institutions use these insights to create inclusive environments and reduce bullying by developing positive intergroup relations and shared identities.
The implications of Social Identity Theory (SIT) extend far beyond the theoretical areas of social psychology. By understanding the cognitive and social mechanisms that drive group behaviour, we can develop strategies to mitigate social discrimination, promote cohesion, and drive social change.
SIT's practical applicationsare particularly evident in the field of social justice and intergroup relations. Understanding the dynamics of in-group bias and out-group discrimination can help us design interventions that challenge these biases and promote more equitable social structures.
For instance, the concept of social mobility strategy in SIT can be used to understand and address social inequality. This strategy involves individuals trying to improve their social status by moving from a lower-status in-group to a higher-status out-group. However, the social mobility strategy often reinforces existing social hierarchies, as it is based on the premise that the existing social structure is just and immutable.
On the other hand, collective action, another concept derived from SIT, involves members of a disadvantaged group working together to challenge and change the status quo. This approach can be harnessed to address systemic issues of social discrimination and improve the overall societal landscape.
In the words of social psychologist, John Turner, "Social identities provide a moral compass guiding and constraining behaviour and a social microcosm of the larger society". Hence, by understanding and applying SIT, we can not only comprehend the roots of social bias and discrimination but also work towards a more inclusive and equitable society.
Who developed Social Identity Theory and what were their contributions?
Henri Tajfel introduced Social Identity Theory in the 1970s, establishing the foundational concepts of social categorisation, identification, and comparison that explain intergroup behaviour. John Turner further developed the theory by exploring how individuals shift between personal and social identities depending on context, introducing the concept of self-categorisation. Together, their work created a comprehensive framework for understanding how group memberships shape individual psychology and social dynamics.
The field of social psychology is vast and diverse, with countless theories and concepts developed by prominent psychologists over the years. Social Identity Theory is not the only theoretical framework in social psychology that attempts to explain our social behaviours.
Other key figures in social psychology, like Leon Festinger, Robert Cialdini, Stanley Milgram, Solomon Asch, and Albert Bandura, have made significant contributions that provide additional insights into the interplay between individuals and their social environments.
- Leon Festinger (Cognitive Dissonance Theory): Festinger's theory postulates that we have an inner drive to hold all our attitudes and beliefs in harmony and avoid disharmony or dissonance. This theory, like SIT, emphasises the cognitive processes involved in shaping our attitudes and behaviours. However, while SIT focuses on group identity and intergroup relations, Cognitive Dissonance Theory focuses more on individual cognition and personal discomfort arising from holding two or more contradictory beliefs.
- Robert Cialdini (Principles of Persuasion): Cialdini's principles offer insight into the factors that influence individuals to say "yes" or agree to something. Like SIT, these principles acknowledge the impact of social factors on individual behaviours. However, they differ in that Cialdini's work primarily addresses the influences on an individual's actions within a social context, while SIT focuses on group identity and dynamics.
- Stanley Milgram ( Obedience to Authority): Milgram's work on obedience highlighted the powerful influence of authority on individual behaviour. Similar to SIT, Milgram's experiments showed the significance of group dynamics (in this case, authority-subordinate relationships) on individual actions. However, his work doesn't directly address the concept of social identity.
- Solomon Asch (Conformity Experiments): Asch's conformity experiments revealed the power of group pressure on individual perceptions and behaviours. Like SIT, Asch's work emphasises the effect of group dynamics on individual behaviour. Yet, the focus of Asch's work is on conformity to a majority opinion rather than the formation and impact of social identities.
- Albert Bandura (Social Learning Theory): Bandura's theory suggests that people learn from one another via observation, imitation, and modeling, emphasising the social context of learning. While both SIT and Social Learning Theory acknowledge the importance of social context, they focus on different aspects: SIT on group identity and intergroup relations, and Social Learning Theory on observational learning and modeling.
These are just a few examples, the field of social psychology is broad, and many theories overlap or complement each other in various ways.
What are the essential readings on Social Identity Theory?
Essential readings include Tajfel and Turner's original 1979 chapter 'An Integrative Theory of Intergroup Conflict' and Tajfel's 1981 book 'Human Groups and Social Categories'. Turner's 1987 work 'Rediscovering the Social Group' expands on self-categorisation theory and provides deeper insights into identity flexibility. Contemporary applications can be found in Haslam's 'Psychology in Organizations' which shows how the theory applies to modern workplace dynamics.
Each of these studies contributes significantly to the understanding and development of social identity theory, focusing on various aspects like social identification, influence, and the application in different contexts.
1. Social Identity in Industrial and Organizational Psychology: Concepts, Controversies and Contributions by S. Haslam and N. Ellemers (2006):
Summary: Examines the application of social identity theory in organisational psychology, highlighting its role in understanding social identification within industrial settings.
2. The Tajfel Effect by Steven D. Brown and P. Lunt (2001):
Summary: Critiques Tajfel's Social Identity Theoryfor its individualist analysis and neglect of social structure, impacting social categories and change.
3. A citation analysis of Henri Tajfel's work on intergroup relations by K. Dumont and J. Louw (2009):
Summary: Analyzes the increasing global recognition of Tajfel's work, particularly in the context of the social identity perspective and intergroup dynamics.
4. The social identity approach: Appraising the Tajfellian legacy by Rupert Brown (2019):
Summary: Explores the evolution of Tajfel's Social Identity Theory, noting its broad application beyond intergroup relations to various social phenomena.
5. Social Identity and Self-Categorization Theories’ Contribution to Understanding Identification, Salience and Diversity in Teams and Organizations by K. Reynolds, J. Turner, and S. Haslam (2003):
Summary: Highlights how social identity and self-categorisation theoriesaid in comprehending team and organisational dynamics, especially in terms of social influence.
Frequently Asked Questions
What is Social Identity Theory and why is it important for educators to understand?
Social Identity Theory, developed by Henri Tajfel and John Turner, explains how individuals define themselves through their group memberships and how this shapes their self-esteem and behaviour. Understanding this theory helps educators recognise how students' sense of belonging to different groups (academic, cultural, social) significantly influences their classroom interactions, motivation, and academic performance.
How can teachers use Social Identity Theory to create more inclusive classroom environments?
Teachers can creates positive group identities by celebrating diverse group memberships and helping students recognise the unique strengths of different communities. By understanding that students shift between different group identities depending on context, educators can create multiple opportunities for all students to feel valued and see their various identities as assets rather than barriers.
What are the potential negative effects of Social Identity Theory in educational settings that teachers should watch for?
Teachers should be aware that students may develop in-group favouritism and out-group discrimination, leading to exclusion, stereotyping, and bias against classmates from different backgrounds. The theory's minimal group experiments showed that even arbitrary group divisions can create immediate bias, so educators must be careful about how they form groups and address any emerging discriminatory behaviours promptly.
How does Social Identity Theory explain why some students might underperform or disengage academically?
When students perceive their social group as having lower academic status, they may use 'social creativity' strategies to redefine academic successas unimportant to maintain positive self-esteem. This can lead to academic disengagement as students distance themselves from educational achievement to preserve their group identity and personal worth.
Can you provide practical examples of how Social Identity Theory manifests in schools?
Common examples include students forming cliques based on academic ability, cultural background, or interests, and showing preference for their own group whilst potentially excluding others. You might also observe students changing their behaviour and identity presentation when moving between different contexts, such as acting differently in sports teams versus academic classes.
How can parents support their children's positive social identity development at home?
Parents can help children develop pride in their various group memberships whilst teaching respect for other groups and communities. They should encourage their children to see their multiple identities (cultural, academic, social) as strengths and discuss how to navigate different social contexts positively without devaluing others.
What strategies can educators use to reduce intergroup conflict and promote cooperation between different student groups?
Educators can create opportunities for positive intergroup contact through collaborative projects that require different groups to work together towards common goals. By highlighting shared values and creating superordinate group identities (such as 'our school community'), teachers can help students see beyond their immediate in-group boundaries whilst still respecting individual group memberships.
Further Reading: Key Research Papers
These peer-reviewed studies provide deeper insights into social identity theory and its application in educational settings.
Does negative contact undermine attempts to improve intergroup relations? Deepening the understanding of negative contact and its consequences for intergroup contact research and interventions 98 citations
Schäfer et al. (2021)
This paper examines how negative interactions between different groups can undermine efforts to improve relationships through intergroup contact, moving beyond the traditional focus on positive contact experiences. For teachers, this research is crucial because it highlights that simply bringing diverse groups of students together isn't enough - negative interactions in classrooms can actually worsen prejudice and stereotyping, requiring careful management of group dynamics.
Research on group boundaries and social identity conflicts 61 citations (Author, Year) provides valuable insights into how individuals perceive and interact across group divisions, offering important implications for understanding intergroup relations in educational settings.
Bochatay et al. (2019)
This study applies Social Identity Theory to understand how healthcare professionals form in-groups and out-groups that can lead to workplace conflicts and affect patient care quality. Teachers can benefit from this research as it demonstrates how professional identities form in educational settings and how understanding group boundaries can help prevent conflicts between different educational stakeholders like teachers, administrators, and support staff.
Group processes in medical education: learning from social identity theory 242 citations
Burford et al. (2012)
This paper explores how Social Identity Theory can be applied to understand group dynamics and learning processes in medical education settings. The research is valuable for teachers because it shows how professional identity formation occurs in educational contexts and provides insights into how group membership affects learning, collaboration, and professional development in educational environments.
Brand engagement on social media and its impact on brand equity in higher education: integrating the social identity perspective 18 citations
Perera et al. (2023)
This study examines how social media marketing activities by higher education institutions influence student brand engagement and loyalty through the lens of Social Identity Theory. For teachers, this research is relevant because it shows how students' identification with their educational institution affects their engagement and commitment, which can inform strategies for building strongerclassroom communities and school loyalty.
Research on sustainable consumption behaviour in online education 20 citations (Author, Year) explores how consumer value perceptions and social identity factors influence environmentally conscious decision-making patterns amongst learners and educational service users in digital learning environments.
Jiang et al. (2022)
This paper investigates how consumer values and social identity influence sustainable consumption behaviours in the online education industry. Teachers will find this research useful as it demonstrates how students' social identities affect their educational choices and engagement with learning platforms, providing insights into how to promote long-term commitment to educational goals and sustainable learning practices.