Dedinca, Adrian (2022) How does a Peer Mentor’s Socially Congruent Teaching Style Influence Students‘ In- class Engagement? A Moderated Mediation Analysis. Bachelor thesis, Psychology.
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Abstract
Social congruence has been identified as an important concept in peer-mentoring in university contexts for its positive influence on students’ academic achievement. However, the exact nature of the relationship between social congruence and such achievement is not entirely clear. Based on the similarity-attraction paradigm and Self-Determination Theory, liking is proposed as a mediator between social congruence and in-class engagement. Furthermore, this mediation pathway is proposed to be stronger for students high in agreeableness. Therefore, this study aimed to clarify, how social congruence exerts its influence on students’ learning processes, by using a cross-sectional survey design. One hundred and one participants aged 18-34 (75 females, 24 males, 2 other) completed the questionnaire. A moderated-mediation analysis was performed, using a bootstrapping method from Andrew Hayes’ PROCESS macro for SPSS. No support was found for the proposed moderated-mediation model; however, the results indicate a direct link between social congruence and in-class engagement, which is in line with previous research. Agreeableness moderates the social congruence-liking link, such that students low in agreeableness require more perceived social congruence to achieve a high level of liking. Social congruence can compensate for personality differences and promote a facilitating learning environment for a variety of students. Future research should investigate different mediators and moderators of the relationship between social congruence and in-class engagement, such as respect, trust, or student trait anxiety, as well as develop practical techniques on how peer-mentors can incorporate more socially congruent behaviors into their teaching style.
| Item Type: | Thesis (Bachelor) |
|---|---|
| Supervisor name: | Dalley, S.E. |
| Degree programme: | Psychology |
| Differentiation route: | None [Bachelor Psychology] |
| Date Deposited: | 14 Jul 2022 09:24 |
| Last Modified: | 14 Jul 2022 09:24 |
| URI: | http://gmwpublic.studenttheses.ub.rug.nl/id/eprint/949 |
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