Klugmann, Annika (2023) Exploring Students' Experiences of Engagement and Cognitive Congruence in Student Mentors and Faculty Mentors: A Qualitative Analysis. Bachelor thesis, Psychology.
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Abstract
This research investigates students' perspectives on student mentoring in higher education, focusing on the influence of cognitive congruence on mentoring success. The study examines qualitative differences in cognitive congruence between student mentors and faculty mentors, as well as the impact on affective and behavioural engagement. Twelve semi-structured interviews were conducted with first-year psychology students at the University of Groningen enrolled in the 'Academic Skills' course which is taught by both mentor types. The interviews were analysed and common themes relating to cognitive congruence and affective and behavioural engagement were identified. It was found that there are indeed qualitative differences, with students describing high levels of cognitive congruence in their student mentors. Participants reported high affective engagement with student mentors. Both mentor types were described to have positive effects on behavioural engagement, with student mentors encouraging participation and faculty mentors promoting increased effort. Overall, the findings are in line with previous studies reporting higher cognitive congruence in student mentors. However, participants did not necessarily see that as an advantage since the faculty mentors higher subject matter expertise and greater authority were also seen as helpful. Therefore, using approaches that combine teaching by faculty mentors and student mentors may lead to the best outcomes for students.
| Item Type: | Thesis (Bachelor) |
|---|---|
| Supervisor name: | Dalley, S.E. |
| Degree programme: | Psychology |
| Differentiation route: | None [Bachelor Psychology] |
| Date Deposited: | 31 Jul 2023 13:42 |
| Last Modified: | 31 Jul 2023 13:42 |
| URI: | http://gmwpublic.studenttheses.ub.rug.nl/id/eprint/2697 |
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