Mc Walters, Eimear (2022) The Relationship between Mentor Self-Disclosure and Student Academic Motivation with the Mediating Factor of Trust. Bachelor thesis, Psychology.
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Abstract
An influential aspect of mentor-student communication commonly used in the classroom is the self-disclosure of the mentor. Self-disclosure is composed of three subtypes: relevance, amount, and negativity. This study examines the model of faculty and peer mentors' self-disclosure on the students' academic motivation, mediated by trust and moderated by relational satisfaction. In this cross-sectional study, students filled in questionnaires measuring their perception of these variables related to their mentors. A Hayes (2013) PROCESS Macro moderated-mediation analysis was performed. The overall model results were not significant for both faculty and peer mentors. The results also indicate a noteworthy link between trust and academic motivation for both faculty and peer mentors. In addition, there was a high correlation between the variables of relational satisfaction and trust, and the relevance of self-disclosure and trust. Future research could further test this model's significance while focusing on different contexts with varying sample demographics. Teacher training programmes could emphasise relational satisfaction and trust to build better rapports with students. This could, in turn, improve academic motivation in students. If self-disclosure is implemented, the relevance of self-disclosure should be prioritised over negativity and the amount of self-disclosure
| Item Type: | Thesis (Bachelor) |
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| Supervisor name: | Donofrio, S.M. |
| Degree programme: | Psychology |
| Differentiation route: | None [Bachelor Psychology] |
| Date Deposited: | 05 Jul 2022 07:48 |
| Last Modified: | 05 Jul 2022 07:48 |
| URI: | http://gmwpublic.studenttheses.ub.rug.nl/id/eprint/724 |
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