Can Social Identities Improve Working Students’ Academic and Social Outcomes? Lessons from Three Studies

Abstract

Previous research has linked working for pay while attending university with negative academic and health outcomes; yet, working students are often resilient when experiencing such adverse circumstances. This makes it crucial to explore potential psychological mechanisms that transform adverse experiences into sources of motivation and persistence for working students. We explore one mechanism—social identification—and its different foci—identifying as a student, employee, working student, or a student of one’s discipline of study—as potential predictors of important academic (academic self-efficacy, approaches to learning, and academic achievement) and social (status in society) outcomes in three cross-sectional studies. In Study 1, part-time working hours (but not identification processes) were associated with academic self-efficacy. In Study 2, discipline identification and part-time working hours were associated with using deep approaches to learning. In Study 3, student identification was associated with increased status in society. Overall, discipline identification may be solely linked to academic outcomes, but student identification should be explored further as a potential enhancer of social and graduate outcomes. We discuss additional mechanisms that can help to transform working students’ experiences through their social identities and suggest boundary conditions that can affect the link between these identities and important outcomes.