Janshen, Antje (2022) How Does a Peer Mentor’s Socially Congruent Teaching Style Influence Student’s Academic Engagement: A Moderated Mediation Analysis. Bachelor thesis, Psychology.
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Abstract
Peer mentoring has been proposed to have beneficial effects on the academic engagement of students. While the peer mentor's socially congruent teaching style has been proposed to explain this effect, little research has examined how such congruence exerts its effects on student engagement. Using Self-Determination Theory, the present study predicts, firstly, that the relationship between social congruence and academic engagement is mediated by perceived trust in the peer mentor across different levels of attachment anxiety. Secondly, it is predicted that this mediation pathway is attenuated with increasing levels of attachment anxiety. Ninety-six first-year psychology students, who currently take part in a course implementing the peer mentoring system, were recruited via convenience sampling and filled out an online survey. Bootstrap analysis revealed that perceived trust in the peer mentor did not mediate the relationship between social congruence and students’ academic engagement across different levels of attachment anxiety. However, a significant main effect of social congruence on academic engagement was found. Moreover, a significant interaction effect was found such that students higher in attachment anxiety did not demonstrate as much perceived trust in the peer mentor as students lower in attachment anxiety. We conclude that social congruence is a consistent predictor of academic engagement, which makes peer mentoring an interesting concept to incorporate into the curriculum. Future research should clarify the role of trust and investigate different potential facilitators of social congruence, such as liking or respect, as well as establish the role of peers in achieving higher academic engagement. Keywords: peer mentoring, social congruence, trust, self-determination theory, attachment anxiety
| Item Type: | Thesis (Bachelor) |
|---|---|
| Supervisor name: | Dalley, S.E. |
| Degree programme: | Psychology |
| Differentiation route: | None [Bachelor Psychology] |
| Date Deposited: | 15 Jul 2022 08:58 |
| Last Modified: | 15 Jul 2022 08:58 |
| URI: | http://gmwpublic.studenttheses.ub.rug.nl/id/eprint/958 |
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