Mandić, Nives (2024) The Role of Mentors' Immediacy Behaviors in Mentees' Sense of Belonging and Well-Being. Bachelor thesis, Psychology.
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Abstract
There is a scarcity of literature comparing how the classroom approaches of different mentor types affect student soft outcomes, leaving it unclear whether certain mentor types have a more positive impact on mentees. The current study addressed this gap by examining the dynamics between mentor immediacy and students' sense of belonging and emotional well-being within a university course, contrasting peer mentors with faculty mentors. A total of 180 undergraduate psychology students participated, providing their perceptions of faculty and peer mentors' immediacy, as well as reporting their own sense of belonging and well-being in their classes. We predicted and found that mentor immediacy significantly correlates with a higher sense of belonging and well-being among mentees. Upon further inspection, peer mentor immediacy emerged as the stronger predictor for both outcomes, whereas faculty mentor immediacy had only a significant but slightly weaker association with mentees' well-being. Our findings align with Self-Determination Theory, which posits that a supportive and secure environment is essential for attaining a sense of belonging and well-being. Moreover, the results underscore that immediacy is an important component of the mentoring toolbox that should be prioritized in mentor training, and highlight the complementary roles of immediate peer and faculty mentors, emphasizing the need for their collaboration.
| Item Type: | Thesis (Bachelor) |
|---|---|
| Supervisor name: | Donofrio, S.M. |
| Degree programme: | Psychology |
| Differentiation route: | None [Bachelor Psychology] |
| Date Deposited: | 15 Jul 2024 06:54 |
| Last Modified: | 15 Jul 2024 06:54 |
| URI: | http://gmwpublic.studenttheses.ub.rug.nl/id/eprint/3885 |
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