Meinen, Sara (2025) Examining the relationship between teacher immediacy and academic satisfaction: A mediating role for both Belongingness and Mattering? Bachelor thesis, Psychology.
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Abstract
Past research has provided support for the positive influence of teacher immediacy on academic satisfaction, but the mechanism underpinning this relationship has not been addressed. This study sought to address this gap by examining if belongingness and mattering have mediating roles in the relationship between academic satisfaction and nonverbal immediacy. This was done by administrating a survey among a sample of 204 Psychology bachelor’s students. This survey measured the students’ perceived nonverbal immediacy, mattering, belongingness and academic satisfaction in their Academic Skills course. The proposed multiple mediation model and data was statistically analysed by using PROCESS macro which utilises a 5000 bootstrap resampling method. A significant model was found and the direct effect of nonverbal immediacy on academic satisfaction replicated, but only the mediation pathway through belongingness was found to be significant. The pathway through mattering was found to be nonsignificant. These findings show that nonverbal teacher immediacy is important in maintaining academic satisfaction and feelings of belongingness in students. Therefore, teachers should seek to utilise nonverbal behaviours while teaching. Future research should seek to address if verbal immediacy possibly affects mattering and if other variables possibly mediate the relationship between nonverbal teacher immediacy and academic satisfaction.
| Item Type: | Thesis (Bachelor) |
|---|---|
| Supervisor name: | Dalley, S.E. |
| Degree programme: | Psychology |
| Differentiation route: | None [Bachelor Psychology] |
| Date Deposited: | 08 Jul 2025 08:51 |
| Last Modified: | 08 Jul 2025 08:51 |
| URI: | http://gmwpublic.studenttheses.ub.rug.nl/id/eprint/5348 |
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