Ambergen, Fleur (2023) A Qualitative Analysis of Social Congruence and Student Engagement in Peer Mentoring and Faculty Mentoring: The Perspective of Students. Bachelor thesis, Psychology.
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Abstract
Peer mentoring is a promising form of peer-assisted learning, recognized for its potential to enhance student engagement and academic achievement (Leidenfrost et al., 2014). However, limited qualitative research investigates undergraduate students' perspectives on this practice. This study aims to shed light on the differences in student experiences between peer and faculty mentorship and examine the role of social congruence in promoting affective and behavioural engagement among undergraduates. Data was collected through interviews with twelve first-year psychology students and revealed that students experienced social congruence with their peer mentors, resulting in a more relaxed and connected learning environment. Participants reported a greater willingness to engage behaviourally and affectively. In contrast, faculty mentorship lacked social congruence, leading to a formal and less comfortable learning atmosphere but unaffected engagement. These results highlight the importance of social congruence in fostering meaningful connections between students and mentors and its role in positively influencing students' affective and behavioural engagement. Understanding the impact of social congruence on peer mentorship can provide valuable insights for educational institutions seeking to enhance student engagement and improve overall academic experiences. Key words social congruence, affective engagement, behavioural engagement, peer mentoring, peer-assisted learning
| Item Type: | Thesis (Bachelor) |
|---|---|
| Supervisor name: | Dalley, S.E. |
| Degree programme: | Psychology |
| Differentiation route: | None [Bachelor Psychology] |
| Date Deposited: | 20 Jul 2023 13:27 |
| Last Modified: | 20 Jul 2023 13:27 |
| URI: | http://gmwpublic.studenttheses.ub.rug.nl/id/eprint/2511 |
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