Identifying with Education: The Influence of Comparative Fit and Meta-Stereotypes

Heddinga, Keno (2026) Identifying with Education: The Influence of Comparative Fit and Meta-Stereotypes. Bachelor thesis, Psychology.

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Abstract

Education has gained growing importance in contemporary societies, with differences in education becoming an increasingly visible marker of social position, shaping how individuals perceive themselves and others. Drawing on Self-Categorization Theory, this study investigated whether comparative fit (the perceived distinctiveness between educational groups) and meta-stereotypes (the belief of how one’s own group is viewed by others) of education predict identification with one’s educational group. Based on the cross-sectional survey conducted, we found that both comparative fit and positive meta-stereotypes independently predicted stronger educational identification. Contrary to expectations, meta- stereotypes did not moderate the relationship between comparative fit and educational identification. Supplementary analyses indicated that identification was associated with a generally positive pattern of competence and warmth related meta-stereotypes, rather than being driven by any single dimension. These findings support the notion that education functions as a meaningful social identity and highlight the role of perceived group distinctiveness and social evaluation in shaping educational identification, while leaving the question open as to how exactly these two aspects are related to each other.

Item Type:	Thesis (Bachelor)
Supervisor name:	Kuppens, T.
Degree programme:	Psychology
Differentiation route:	None [Bachelor Psychology]
Date Deposited:	16 Feb 2026 07:26
Last Modified:	16 Feb 2026 07:26
URI:	http://gmwpublic.studenttheses.ub.rug.nl/id/eprint/6194

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