Hassan, Amir (2022) Effects of instructor self-disclosure on student-motivation. Bachelor thesis, Psychology.
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Abstract
Abstract Student-engagement is an important prerequisite for academic success. Research shows that it can be influenced by external factors such as instructor behavior or instructor communication (Hardre 2006; Maric & Sakac, 2014). In the current study, we investigated the relationship between self-disclosure from the peer-mentor as well as from the faculty-mentor on student-engagement and whether identification plays a mediating role in it. Furthermore, we looked at two dimensions of self-disclosure, namely amount and relevance. We proposed, that self-disclosure from the peer- as well as the faculty-mentor will have a positive relationship with student-engagement and that identification will mediate the relationship. We conducted a mediation analysis carried out as a cross-sectional/ correlational online survey study with 107 participants. The results show, a significant relationship between the relevance of faculty-mentor self-disclosure and students’ identification with their faculty-mentor as well as a direct effect between the relevance of faculty-mentor self-disclosure on student-engagement. We conclude, that indeed, self-disclosure from the faculty-mentor can have an influence on student-engagement. Keywords: Student-engagement, self-disclosure, identification, peer-mentor, faculty-mentor
| 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 12:21 |
| Last Modified: | 05 Jul 2022 12:21 |
| URI: | http://gmwpublic.studenttheses.ub.rug.nl/id/eprint/734 |
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