chapter  1
Introducing self and social iden tity in educa tional contexts: promot ing learn ing, managing conflict, facil it at ing change
ByMichael J. Platow, Kenneth I. Mavor, Boris Bizumic
Pages 16

The self, in one way or another, is a concept that pervades the educa tion liter at ure. Self and learn ing are, in fact, inter twined, with self often under stood as the outcome of learn ing (Prosser and Trigwell, 1999; Ramsden, 2003) but also as an ante cedent to learn ing (Abouserie, 1995; Kwan, 2009; Schmeck, Geisler­Brenstein and Cercy, 1991; Thomas and Gadbois, 2007). At times in the liter at ure, the concept of self is expli citly examined and developed (Pajares and Schunk, 2002; Zimmerman, 2000); at other times, however, it is used in a manner that, at best, assumes a shared under stand ing with readers (Kuznetsov and Kuznetsova, 2011; Rodicio, Sánchez and Acuña, 2013; Wintre, Dilouya, Pancer, Pratt, Birnie­Lefcovitch, Polivy and Adams, 2011). In social psycho logy, the concept of the self, too, plays a profound role in explain ing beha viours (Terry, Hogg and White, 1999), shaping atti tudes (Greenwald, Banaji, Rudman, Farnham, Nosek and Mellott, 2002) and, indeed, guiding learn ing (Trautwein, Lüdtke, Köller and Baumert, 2006).