Milkereit, Mark (2022) University mentor identification as the mediator of self-disclosure effects on student engagement. Bachelor thesis, Psychology.
|
Text
Mark Milkereit Bachelorthesis s3709701.pdf Download (240kB) | Preview |
Abstract
This study investigated the relationship between teacher self-disclosure, mentor identification and student engagement. It was predicted that mentor identification mediates the relationship between self-disclosure and student engagement. 107 first-year psychology students completed questionnaires, reporting on their perceived levels of teacher self-disclosure, mentor identification and student engagement. The bootstrap analysis partly supported the predictions. The full mediated model was not supported. However, the relevance of faculty mentor self-disclosure was found to be significant regarding mentor identification and student engagement. Also, peer mentor identification was found to be significantly related to student engagement. This study finds that the dimension of relevance is important regarding self-disclosure. The differential effect between faculty and peer mentors on student engagement may point toward important mentor characteristics. Relevant faculty mentor self-disclosure could induce positive beliefs about the mentor, as self-disclosure is seen as helpful. Furthermore, mentor identification could influence upward comparison, changing student engagement and skill acquisition. Implications of these findings are discussed as well as limitations and future directions.
| Item Type: | Thesis (Bachelor) |
|---|---|
| Supervisor name: | Donofrio, S.M. |
| Degree programme: | Psychology |
| Differentiation route: | None [Bachelor Psychology] |
| Date Deposited: | 05 Jul 2022 07:29 |
| Last Modified: | 05 Jul 2022 07:29 |
| URI: | http://gmwpublic.studenttheses.ub.rug.nl/id/eprint/714 |
Actions (login required)
 |
View Item |