Jürgens, Daniel (2022) Teachers' Self-Disclosure and Students' Academic Motivation: Investigating Trust as Mediator. Bachelor thesis, Psychology.
|
Text
S4012747_D.Juergens_FinalThesis.pdf Download (323kB) | Preview |
Abstract
Students can benefit from feeling motivated to engage with academia. Academic motivation is associated with various positive outcomes such as academic achievements and improved mental health. Self-disclosure in the class setting can be conceived as one possible factor influencing students’ academic motivation. Teachers’ self-disclosure entails the following constructs: amount, relevancy, and negativity. Interpersonal trust has consistently been shown to be related to self-disclosure. The goal of this study was to examine the relationship between teachers’ self-disclosure, students’ trust perceptions of their teacher, and students’ academic motivation. Following hypotheses were derived: 1) Frequent, relevant, and nonnegative self-disclosure will positively predict students’ academic motivation. This relationship is expected to be stronger when the student trusts the teacher more; 2) the latter relationship’s magnitude is greater for peer-mentors than for faculty-mentors. 97 first-year psychology students were recruited and completed questionnaires referring to their teachers’ self-disclosure, perceived trust levels toward them, and their levels of academic motivation. The results show partial evidence for the first hypothesis and a lack of evidence for the second hypothesis. There was no evidence present for students’ trust mediating the relationship between teachers’ self-disclosure and academic motivation. Only faculty-mentors’ self-disclosure positively predicted students’ academic motivation. Peer-mentors’ self-disclosure only predicted their students’ trust levels. Post-hoc analyses revealed the relevance component of teachers’ self-disclosure to be of most importance. These findings have wide-ranging implications for evidence-based teaching. Thus, teachers may pay attention to disclosing relevant personal information that matches the content of the course.
| Item Type: | Thesis (Bachelor) |
|---|---|
| Supervisor name: | Donofrio, S.M. |
| Degree programme: | Psychology |
| Differentiation route: | None [Bachelor Psychology] |
| Date Deposited: | 05 Jul 2022 07:38 |
| Last Modified: | 05 Jul 2022 07:38 |
| URI: | http://gmwpublic.studenttheses.ub.rug.nl/id/eprint/717 |
Actions (login required)
 |
View Item |