Hartmannová, Hana (2023) The Effect of Immediacy in Peer Mentors on Perceived Knowledge Gain of First-Year Students. Bachelor thesis, Psychology.
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Abstract
Research suggests a positive influence of immediacy behaviours, teacher credibility, and state motivation on perceived knowledge gain of students. Forming a better understanding of the underlying processes connecting these variables can potentially impact teacher training and the quality of student education. Therefore, the influence of immediacy on perceived knowledge gain was investigated with state motivation as a mediator. Moreover, a moderated mediation model with teacher credibility as a moderator was tested. Data was collected through an online survey via Qualtrics from a sample of first-year psychology students (N = 288) and analysed using PROCESS model 4 and model 7 (Hayes, 2013). Results revealed a significant partial mediation model. Immediacy influenced perceived learning both directly and indirectly through motivation. No support was found for teacher credibility as a moderator of the mediation relationship. Lastly, the post hoc analysis found a direct influence of immediacy on active participation learning. Although the exact model is unclear, this study indicates the importance of training immediacy behaviours in teachers. Further research should be conducted to disentangle the relationship between immediacy, motivation, teacher credibility, and perceived knowledge gain. Keywords: peer mentoring, immediacy, state motivation, perceived cognitive learning, teacher credibility
| Item Type: | Thesis (Bachelor) |
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| Supervisor name: | Donofrio, S.M. |
| Degree programme: | Psychology |
| Differentiation route: | None [Bachelor Psychology] |
| Date Deposited: | 29 Jun 2023 11:12 |
| Last Modified: | 29 Jun 2023 11:12 |
| URI: | http://gmwpublic.studenttheses.ub.rug.nl/id/eprint/2104 |
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