Bouter, Leo (2025) The effect of teacher immediacy on academic self-efficacy: Exploring differential effects of immediacy on students over time. Bachelor thesis, Psychology.
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Abstract
This study examines the influence of teacher immediacy, gender, and initial levels of academic self-efficacy (ASE) on the development of ASE over time. A total of 57 first-year psychology students at the University of Groningen completed three surveys throughout the semester, measuring both their perception of their mentor’s immediacy behaviors and their own ASE. Results showed a significant increase in ASE between the first and second measurements, particularly among students who initially reported low ASE. Furthermore, higher perceived immediacy predicted increases in ASE over time. However, this effect was not significantly moderated by students’ initial ASE levels. Gender differences were also observed, with male participants reporting higher overall ASE than their female peers. No significant gender differences were found in the way participants rated their mentors' immediacy. These findings emphasize the importance of emotional closeness in building academic self-confidence and highlight the potential of immediacy behaviors as a tool for enhancing student outcomes.
| Item Type: | Thesis (Bachelor) |
|---|---|
| Supervisor name: | Donofrio, S.M. |
| Degree programme: | Psychology |
| Differentiation route: | None [Bachelor Psychology] |
| Date Deposited: | 20 Jun 2025 13:44 |
| Last Modified: | 20 Jun 2025 13:44 |
| URI: | http://gmwpublic.studenttheses.ub.rug.nl/id/eprint/4989 |
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