Boer, Tamara de (2023) A Qualitative Analysis of Cognitive Congruence and Student Engagement in Peer and Faculty Mentoring: The Perspective of the Student. Bachelor thesis, Psychology.
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Abstract
Peer tutoring has unique benefits compared to faculty tutoring, mostly expressed in cognitive and social congruence. This study takes a close look at how students perceive cognitive congruence in their peer and faculty mentor in the Academic Skills course, and how this affects their affectional and behavioural engagement. Both a deductive and inductive analysis was conducted. Cognitive congruence was divided into the following categories: language and knowledge framework. Students perceived peer mentors to be more similar on both bases. This results in peer mentors explaining the material more clearly. Faculty mentors often confused students by using complex language and analogies that didn't fit student experiences. Inductive analysis however highlighted that this differed for difficult topics. Faculty mentors generally used their expert knowledge base to explain these more clearly.
| Item Type: | Thesis (Bachelor) |
|---|---|
| Supervisor name: | Dalley, S.E. |
| Degree programme: | Psychology |
| Differentiation route: | None [Bachelor Psychology] |
| Date Deposited: | 01 Aug 2023 12:37 |
| Last Modified: | 01 Aug 2023 12:37 |
| URI: | http://gmwpublic.studenttheses.ub.rug.nl/id/eprint/2703 |
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