Lillian Smyth
Biographic Data
| ID | 81291 |
|---|---|
| NAME | Lillian Smyth |
| GIVEN NAMES | Lillian |
| FAMILY NAME | Smyth |
| SIGNATURE | SMYTH L |
| AFFILIATIONS | Australian National University |
| ORCID | 0000-0003-2679-2969 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2017 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Embracing ambiguity: Student experiences, creativity and confidence in the context of a novel interdisciplinary undergraduate course
Interdisciplinary, project-based teaching creativity in university students; • Valuable elements of the experience include building tolerance for uncertainty and being pushed beyond habitual patterns; • Students also report opportunities to build resilience and experience awe. The current study is a multi-year, multi-perspective evaluation of an innovative, interdisciplinary undergraduate course. The course was designed around three key innovatio…
“A terrifying, unknown new world” or “like finding the right pace on a run”: Examining the student experience of transition to university
Research in the area of student transitions to university has often focused on outcomes and on specific sub-populations, rather than understanding of the student lived-experience of orienting themselves at university. The current research qualitatively analyses a set of short student-generated narratives on their experience of transition to university (N = 330). This approach allows us insight into what is important and significant to the student…
Preparing Future Healthcare Professionals to Respond to Mental Health Impacts of Climate Change: A Review of Evidence and Accreditation Standards
Future health professionals need to be trained to respond to the health impacts of climate change. The mental health impacts of climate change (MHICC) remain relatively under‐considered in health professional education and there are few published curricular resources available. The current studies review the current scientific evidence base relating to MHICC and audits existing educational accreditation standards and professional registration doc…
‘Why can't people see or understand or make that effort to see who I am?’: Documenting the experiences of low socioeconomic students at an elite tertiary institution through a social identity lens
For the first time, this study uses a social identity lens, to explore how one group of students reflect on their experience at an elite Australian higher educational institution (HEI). This qualitative research project invited undergraduate, domestic students who self-identified as being from a low-socioeconomic (low-SES) background to participate in a semi-structured interview exploring their experience of transition into university and the sup…
Are we all anxious about the same thing? A comparison of lay definitions of music making and performance in the context of music participation
Adverse experiences toward making music can be found in both musicians (music performance anxiety) and non-musicians (avoidance of participating in musical experiences). Both anxiety and avoidance are driven by perceptions and attributions about particular stimuli, based on schemas developed via direct and indirect experiences. Most research within music psychology focuses on the views of professional or student musicians. However, little is know…
Discipline-based social identity and organizational identity as predictors of approaches to learning and evaluation of teaching
The present research aimed to tease apart the meaning of the “student” identity in higher education by distinguishing the concepts and affordances of discipline-based social identity and organizational identity. Across three studies we examine discipline-based and organizational social identities’ relations to educational outcomes and evaluations of the student experience. Our first study ( n = 203) examines the relationships between identity, en…
A new look at capturing social identity compatibility in transition: Extending and applying the social identity model of identity change to student transition to university
We explore measuring the work required to integrate a new social identity into an existing self-concept during life transitions. We propose a method to quantify the degree to which attributes associated with the new identity are not already associated with existing identities. The central hypothesis is that a higher degree of novel content would mean more work to integrate the identity and a more cognitively taxing transition. The measure avoids …
The role of student and customer social identification on university students’ learning approaches and psychological well-being
In an on-line format, the current research measured students’ ( N = 453) social identifications as university students and as university customers to predict their self-reported engagement in deep and surface learning, attitudes toward cheating, intent to continue their studies, and their psychological well-being (e.g., affect, self-esteem). Also measured were students’ perceptions of deep- and surface-learning norms. Overall, students identified…
Are we teaching the health impacts of climate change in a clinically relevant way? A systematic narrative review of biomechanism-focused climate change learning outcomes in medical curricula
A mixed-methods investigation of weight bias reduction in medical students
We used a mixed-methods design to test a novel weight bias intervention and understand current attitudes toward people with higher weight and weight-inclusive care among medical students (N = 80). The intervention was embedded in curriculum and uniquely focused on delegitimising the use of weight as a heuristic for health. Almost half of participants (43.8%) responded to both pre- and post-intervention surveys. These participants found the interv…
Is it the same, socially? Fully online learning and its impacts on social identification, academic performance and confidence
Previous research demonstrates links between student social identification, perceived learning norms, learning approaches and academic outcomes and indicates the value of bolstering student social identification in higher education settings. The current study aimed to examine whether the models identified in this previous research replicated in a fully online environment. This is critical knowledge in the context of the industry-wide debate on th…
Structure, Content and Inter‐relationships between Self‐aspects: Integrating Findings from the Social Identity and Self Complexity Traditions
The “social cure” literature from the social identity approach, and the self‐complexity literature are both concerned with the structure and content of the self, and their relationship to wellbeing. Our work seeks to integrate these two approaches by investigating the exact characteristics of the self‐concept that are associated with wellbeing, focusing in particular on self‐aspects that are supportive, positive, representative and compatible (“s…
Not just who you are, but who you were before: Social identification, identity incompatibility, and performance‐undermining learning behaviour in higher education
The current study builds on links between academic social identification and learning behaviours and extends these models by also considering the level of compatibility between the student identity and the pre‐existing self‐concept. This is a crucial extension, in the context of broadening access to higher education and fostering belonging and learning in nontraditional students. Further, where previous work focused on learning behaviours that en…
Learning behaviour and learning outcomes: The roles for social influence and field of study
Not just who you are, but who you were before: Social identification, identity incompatibility, and performance‐undermining learning behaviour in higher education
The current study builds on links between academic social identification and learning behaviours and extends these models by also considering the level of compatibility between the student identity and the pre‐existing self‐concept. This is a crucial extension, in the context of broadening access to higher education and fostering belonging and learning in nontraditional students. Further, where previous work focused on learning behaviours that en…
Structure, Content and Inter‐relationships between Self‐aspects: Integrating Findings from the Social Identity and Self Complexity Traditions
The “social cure” literature from the social identity approach, and the self‐complexity literature are both concerned with the structure and content of the self, and their relationship to wellbeing. Our work seeks to integrate these two approaches by investigating the exact characteristics of the self‐concept that are associated with wellbeing, focusing in particular on self‐aspects that are supportive, positive, representative and compatible (“s…
Learning behaviour and learning outcomes: The roles for social influence and field of study
Not just who you are, but who you were before: Social identification, identity incompatibility, and performance‐undermining learning behaviour in higher education
The current study builds on links between academic social identification and learning behaviours and extends these models by also considering the level of compatibility between the student identity and the pre‐existing self‐concept. This is a crucial extension, in the context of broadening access to higher education and fostering belonging and learning in nontraditional students. Further, where previous work focused on learning behaviours that en…
Structure, Content and Inter‐relationships between Self‐aspects: Integrating Findings from the Social Identity and Self Complexity Traditions
The “social cure” literature from the social identity approach, and the self‐complexity literature are both concerned with the structure and content of the self, and their relationship to wellbeing. Our work seeks to integrate these two approaches by investigating the exact characteristics of the self‐concept that are associated with wellbeing, focusing in particular on self‐aspects that are supportive, positive, representative and compatible (“s…
Is it the same, socially? Fully online learning and its impacts on social identification, academic performance and confidence
Previous research demonstrates links between student social identification, perceived learning norms, learning approaches and academic outcomes and indicates the value of bolstering student social identification in higher education settings. The current study aimed to examine whether the models identified in this previous research replicated in a fully online environment. This is critical knowledge in the context of the industry-wide debate on th…
Are we teaching the health impacts of climate change in a clinically relevant way? A systematic narrative review of biomechanism-focused climate change learning outcomes in medical curricula
A mixed-methods investigation of weight bias reduction in medical students
We used a mixed-methods design to test a novel weight bias intervention and understand current attitudes toward people with higher weight and weight-inclusive care among medical students (N = 80). The intervention was embedded in curriculum and uniquely focused on delegitimising the use of weight as a heuristic for health. Almost half of participants (43.8%) responded to both pre- and post-intervention surveys. These participants found the interv…
‘Why can't people see or understand or make that effort to see who I am?’: Documenting the experiences of low socioeconomic students at an elite tertiary institution through a social identity lens
For the first time, this study uses a social identity lens, to explore how one group of students reflect on their experience at an elite Australian higher educational institution (HEI). This qualitative research project invited undergraduate, domestic students who self-identified as being from a low-socioeconomic (low-SES) background to participate in a semi-structured interview exploring their experience of transition into university and the sup…
Are we all anxious about the same thing? A comparison of lay definitions of music making and performance in the context of music participation
Adverse experiences toward making music can be found in both musicians (music performance anxiety) and non-musicians (avoidance of participating in musical experiences). Both anxiety and avoidance are driven by perceptions and attributions about particular stimuli, based on schemas developed via direct and indirect experiences. Most research within music psychology focuses on the views of professional or student musicians. However, little is know…
Discipline-based social identity and organizational identity as predictors of approaches to learning and evaluation of teaching
The present research aimed to tease apart the meaning of the “student” identity in higher education by distinguishing the concepts and affordances of discipline-based social identity and organizational identity. Across three studies we examine discipline-based and organizational social identities’ relations to educational outcomes and evaluations of the student experience. Our first study ( n = 203) examines the relationships between identity, en…
A new look at capturing social identity compatibility in transition: Extending and applying the social identity model of identity change to student transition to university
We explore measuring the work required to integrate a new social identity into an existing self-concept during life transitions. We propose a method to quantify the degree to which attributes associated with the new identity are not already associated with existing identities. The central hypothesis is that a higher degree of novel content would mean more work to integrate the identity and a more cognitively taxing transition. The measure avoids …
The role of student and customer social identification on university students’ learning approaches and psychological well-being
In an on-line format, the current research measured students’ ( N = 453) social identifications as university students and as university customers to predict their self-reported engagement in deep and surface learning, attitudes toward cheating, intent to continue their studies, and their psychological well-being (e.g., affect, self-esteem). Also measured were students’ perceptions of deep- and surface-learning norms. Overall, students identified…
Embracing ambiguity: Student experiences, creativity and confidence in the context of a novel interdisciplinary undergraduate course
Interdisciplinary, project-based teaching creativity in university students; • Valuable elements of the experience include building tolerance for uncertainty and being pushed beyond habitual patterns; • Students also report opportunities to build resilience and experience awe. The current study is a multi-year, multi-perspective evaluation of an innovative, interdisciplinary undergraduate course. The course was designed around three key innovatio…
“A terrifying, unknown new world” or “like finding the right pace on a run”: Examining the student experience of transition to university
Research in the area of student transitions to university has often focused on outcomes and on specific sub-populations, rather than understanding of the student lived-experience of orienting themselves at university. The current research qualitatively analyses a set of short student-generated narratives on their experience of transition to university (N = 330). This approach allows us insight into what is important and significant to the student…
Preparing Future Healthcare Professionals to Respond to Mental Health Impacts of Climate Change: A Review of Evidence and Accreditation Standards
Future health professionals need to be trained to respond to the health impacts of climate change. The mental health impacts of climate change (MHICC) remain relatively under‐considered in health professional education and there are few published curricular resources available. The current studies review the current scientific evidence base relating to MHICC and audits existing educational accreditation standards and professional registration doc…
Psychology (10 works) · Social Psychology (10 works) · Sociology (6 works) · Pedagogy (5 works) · Social Psychology (5 works) · Online and Blended Learning (4 works) · Social group (4 works) · Social identity theory (4 works) · Communication in Education and Healthcare (3 works) · Evaluation of Teaching Practices (3 works)