Schön, Juliana, M. C (2022) The Mediating Effect of Mentor Identification: Investigating the Relationship of Mentor Self-Disclosure on Student Participation and Self-Efficacy. Bachelor thesis, Psychology.
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Abstract
The study investigated the relationship between mentor-self-disclosure and student outcomes (participation and self-efficacy), mediated by mentor identification. Mentoring was investigated through peer mentoring and classical mentoring (faculty mentoring). It was hypothesized, that identification would mediate the relationship between peer-and faculty mentor self-disclosure and both student outcomes. When investigating peer mentoring, the model was expected to be more predictive for self-efficacy than participation. Lastly, peer mentoring was hypothesized to be a stronger predictor than faculty mentoring. An online survey study was conducted, using a sample of 107 university students, that took part in an academic skills course as part of their psychology program. The data was examined by carrying out mediation analyses, using model 4 of Hayes’ PROCESS macro (Hayes, 2013). Results showed no mediating effects of identification on the relationship between mentor self-disclosure and student outcome. A positive significant effect was found between relevant peer mentor self-disclosure and self-efficacy, as well between peer mentor identification and in-class participation. Moreover, a significant effect was found between relevant faculty mentor self-disclosure and identification with the faculty mentor. The findings extend earlier literature by suggesting that identification does not play a predicting role in the proposed model. Peer mentor self-disclosure seems to be a stronger predictor of self-efficacy than participation. Self-disclosure relevance seems to be more important than its quantity. Findings can potentially be transferred to peer mentoring programmes, teaching the applications that have the largest effect on positive student outcomes. Keywords: mentoring, mentor-identification, self-disclosure, in-class participation, student self-efficacy
| Item Type: | Thesis (Bachelor) |
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| Supervisor name: | Donofrio, S.M. |
| Degree programme: | Psychology |
| Differentiation route: | None [Bachelor Psychology] |
| Date Deposited: | 06 Jul 2022 13:04 |
| Last Modified: | 06 Jul 2022 13:04 |
| URI: | http://gmwpublic.studenttheses.ub.rug.nl/id/eprint/733 |
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