This chapter outlines an uncertainty–identity model of educational transition. It proposes that transitions are associated with significant self-uncertainty – that is, students can feel uncertain about themselves, their social groups and their competence in new learning environments. These self-uncertainties motivate individuals to seek out and affiliate with groups that are particularly well suited for uncertainty reduction. As students move through the educational system, they will regularly face the challenge of transitioning to a new learning environment. The chapter presents a model of student behaviour grounded in the research on social identity transitions and uncertainty–identity theory. High affiliation with a group predicted intentions to act in line with group norms. This occurred both when group norms encouraged studying behaviours and when group norms encouraged partying behaviours. In terms of the education literature, the chapter provides further evidence that social psychological factors are important determinants of motivation to engage in learning activities.