Pricop, Paula (2025) Investigating Classroom Dynamics: Examining Predictors of Student Motivation. Bachelor thesis, Psychology.
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Abstract
This study examines the direct and indirect effects of mentor immediacy and students' feelings of belongingness to the group on motivation, in the first year of university. Drawing on Social Identity Theory (Tajfel & Turner, 1979) and previous literature, we hypothesized that students' group identification and social dynamic would predict their motivation as part of in-group behaviors. Immediacy refers to verbal and non-verbal behaviors aimed at increasing psychological closeness between the mentor and student. We used a cross-sectional design, and our sample consisted of 103 first-year psychology students at the University of Groningen (M = 20 years old). Students completed an online questionnaire at the end of the first semester. None of the hypothesized effects, immediacy, belongingness, or the interaction, significantly predicted motivation. However, we conducted an exploratory analysis by using academic passion as a mediator between belongingness and motivation. This analysis revealed a significant direct relationship between belongingness and motivation, while the mediation effect was not significant. These results highlight the importance of fostering a supportive learning environment in the classroom, and viewing motivation as a complex, time-sensitive process. This research offers practical insights for peer-mentoring programs. Future research should explore other possible mediators in the academic context, such as self-efficacy. Keywords: immediacy, feelings of belongingness to the group, academic passion, student motivation and behavioral engagement
| Item Type: | Thesis (Bachelor) |
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| Supervisor name: | Donofrio, S.M. and Epstude, K. |
| Degree programme: | Psychology |
| Differentiation route: | None [Bachelor Psychology] |
| Date Deposited: | 17 Jul 2025 09:46 |
| Last Modified: | 17 Jul 2025 09:46 |
| URI: | http://gmwpublic.studenttheses.ub.rug.nl/id/eprint/5618 |
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