Moolen, Mike van der (2022) The Influence of Students’ Perceived Dissimilarity on Academic Performance. Bachelor thesis, Psychology.
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Abstract
This research aims to investigate how perceived deep-level dissimilarity influences academic performance, and whether this relationship is stronger compared to the impact of perceived surface-level dissimilarity on academic performance. Additionally, we examined an indirect relationship of perceived deep-level dissimilarity on academic performance through students’ sense of belonging. The moderating role of the institutional commitment to diversity in the relationship between perceived deep-level dissimilarity and students’ sense of belonging was also investigated. In total, a sample of 128 Dutch and international students took part in our online questionnaire. Correlational – and regression analyses showed that perceived deep- level dissimilarity was not related to academic performance. The mediating role of students’ sense of belonging and the moderating role of institutional commitment to diversity were not found. Interestingly, students’ sense of belonging positively predicted academic performance. This research helps to emphasize the importance of students’ sense of belonging on academic performance. It also demonstrates that perceived deep-level dissimilarity is not necessarily negatively related to academic performance.
| Item Type: | Thesis (Bachelor) |
|---|---|
| Supervisor name: | Huis, M.A. and Bles, A.M. van der |
| Degree programme: | Psychology |
| Differentiation route: | Other [Bachelor Psychology] |
| Date Deposited: | 08 Mar 2022 07:05 |
| Last Modified: | 08 Mar 2022 07:59 |
| URI: | http://gmwpublic.studenttheses.ub.rug.nl/id/eprint/284 |
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