Using Narrative Identity to Better Understand Learning Dispositions to Support University Students

The overarching goal of the study reported in this thesis was to gain an insight into learning dispositions (i.e., motivation, engagement, and self-regulation in learning) using the narrative conception of identity (i.e., narrative identity) to identify ways of offering better support to university students. Current literature on the first-year experience showed that there remains a paucity of research investigating the link between identity and learning dispositions and proposed that assisting students in developing their identities could prove fruitful to their educational journey. As such, the investigation of these concepts is important in the quest to better understand and support students’ needs. Overall, this study shed light on the intricate nature of student identity development and provided essential insights for all stakeholders in the higher education sectors to support their students' progress and growth.