Social identity and behavior change: Longitudinal research in community and school settings

Abstract

This chapter highlights the significance of social identity and self-categorization theories to the psychology of behavior change. Two central propositions are examined: (1) that the defining features of a group (norms, values, and beliefs) come to impact an individual's attitudes and behavior through processes of social identity salience and social identification, and (2) as self-categorizations and associated self-identity varies so too do individuals’ attitudes and behaviors. To fully scrutinize these ideas, this chapter draws together longitudinal research across community, health, and organizational contexts, with a specific focus on the outputs from a multi-wave longitudinal project in a secondary school setting. There is evidence to support the core idea that the school is an important social group with implications for learning engagement, achievement, and mental health and well-being. It is concluded that group psychology needs to be central to behavior change models, research, and practice.