Fekete, Lilla (2025) How do mentor immediacy and liking of the student mentor influence academic self-efficacy in students? Bachelor thesis, Psychology.
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Abstract
This study examines the immediacy of student mentors, how much the students like their mentors, and what effects these have on academic self-efficacy of the students. The sample is made up of 57 first-year psychology students from the University of Groningen. A cross-sectional moderated regression design was used to analyze the data in this study. The questions included immediacy behaviors of the mentors, how likable the students find them, and concerning the student’s performance, how capable they feel in completing their own tasks. There was no support found for the initial hypothesis which expected to discover a positive correlation between immediacy and self-efficacy, as well as liking and self-efficacy, moderated by immediacy. Immediacy and liking showed a statistically significant zero-order correlation between each other, so some partial support had been found for the hypothesis. The findings of the current study suggest that immediacy and liking are not related to self-efficacy in the presupposed way. For future considerations, perhaps this research could be re-done in a different context, as the results of these self-reported variables can be very context-dependent, and more sensitive measures might be required to better understand the relationship between the behavior of a student mentor and the academic performance of a student. Keywords: student mentor, immediacy, academic self-efficacy, liking, moderation analysis
| 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: | 23 Jul 2025 10:31 |
| Last Modified: | 23 Jul 2025 10:31 |
| URI: | http://gmwpublic.studenttheses.ub.rug.nl/id/eprint/5705 |
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