Tjumetševa, Diana (2025) The Relationship Between Teacher Nonverbal Immediacy and Academic Engagement: A Mediating Role for Belongingness and Mattering. Bachelor thesis, Psychology.
![[img]](https://gmwpublic.studenttheses.ub.rug.nl/style/images/fileicons/text.png) |
Text
S5204089BachelorThesis.pdf Restricted to Repository staff only Download (551kB) |
A thesis is an aptitude test for students. The approval of the thesis is proof that the student has sufficient research and reporting skills to graduate but does not guarantee the quality of the research and the results of the research as such, and the thesis is therefore not necessarily suitable to be used as an academic source to refer to. If you would like to know more about the research discussed in this thesis and any publications based on it, to which you could refer, please contact the supervisor mentioned.
Abstract
A growing body of research is focusing on teacher and mentor behaviours and their impact on student outcomes, suggesting that warmer and more immediate relationships have significant benefits. The current paper investigated the effect that teacher nonverbal immediacy has on academic engagement through belongingness and mattering as mediators. The study used a sample of 204 first-year Psychology students who completed questionnaires measuring the aforementioned concepts and utilised the 5000 bootstrap resampling method using the PROCESS macro Model 4 by Hayes for the statistical analysis. Although the double- mediation model was found to be significant, the individual mediation pathways were not supported. It was also found that teacher nonverbal immediacy is associated with belongingness, and mattering is associated with academic engagement. These findings imply that immediacy is an important factor for the students’ perception of being part of the learning environment, indicating a need for teachers to implement corresponding behaviours and body language, like gesturing and making eye contact. The findings also highlight the importance of mentor training that emphasises mattering, as the resulting increased academic engagement is a predictive factor for academic achievement.
| Item Type: | Thesis (Bachelor) |
|---|---|
| Supervisor name: | Dalley, S.E. |
| Degree programme: | Psychology |
| Differentiation route/Track: | None [Bachelor Psychology] |
| Date Deposited: | 08 Jul 2025 07:31 |
| Last Modified: | 08 Jul 2025 07:31 |
| URI: | http://gmwpublic.studenttheses.ub.rug.nl/id/eprint/5345 |
Actions (login required)
 |
View Item |