An Examination of the Attachment Script Assessment (ASA), Mentoring Script Assessment (MSA), and the Relationship Between Secure Base Script Knowledge and Mentoring Script Knowledge

Gentle, Lisa (2024) An Examination of the Attachment Script Assessment (ASA), Mentoring Script Assessment (MSA), and the Relationship Between Secure Base Script Knowledge and Mentoring Script Knowledge. Doctoral thesis, Birmingham City University.

Preview	Text Lisa Gentle PhD Thesis published_Final version_Submitted Nov 2023_Final Award Jul 2024.pdf - Accepted Version Download (1MB)
	Archive Lisa Gentle PhD Thesis Appendix J SPSS outputs and pdf versions.zip - Accepted Version Restricted to Repository staff only Download (10MB)
	Archive Lisa Gentle PhD Thesis Appendix O ASA and MSA transcripts.zip - Accepted Version Restricted to Repository staff only Download (3MB)
	Archive Lisa Gentle PhD Thesis Appendix P MSA transcripts for AntConc analysis.zip - Accepted Version Restricted to Repository staff only Download (693kB)
	Archive Lisa Gentle PhD Thesis Appendix T.zip - Accepted Version Restricted to Repository staff only Download (728kB)
	Archive Lisa Gentle PhD Thesis Appendix W Study 3 SEANCE data.zip - Accepted Version Restricted to Repository staff only Download (425kB)
	Archive Lisa Gentle PhD Thesis Appendices H, I, Q, S, U and V.zip - Accepted Version Restricted to Repository staff only Download (165kB)

Abstract

Background

There is a need for research underpinned by sound theoretical perspectives to inform research into the improvement of mentoring relationships. This doctoral thesis uses the Attachment Script Assessment (ASA) and Mentoring Script Assessment (MSA) to improve understanding about both assessments and the influence of implicit secure base expectations and previous mentoring engagement on implicit and explicit mentoring expectations.

Methods

Study 1: fifty-four undergraduates were recruited from Birmingham City University, UK. They completed the ASA, MSA, and a questionnaire. Their data was used to examine relationships between their secure base assumptions, mentoring relationship expectations, and mentoring engagement. Study 2a-2c: ASA and MSA transcripts from Study 1 were combined to form a 81,792 word corpus. AntConc and SEANCE were used to examine transcript language features and sentiment content. Study 3: transcripts specific to two ASA stories were compared with secondary data, which consisted of transcripts of the same stories from eighty-nine mothers from a US community sample. Scores, sentiment and language features of the 55,300 word corpus were examined using AntConc and SEANCE.

Results

Study 1: implicit secure base assumptions and engagement in mentoring influenced unconscious assumptions about mentoring interactions. Reducing the MSA by one third improved its relationship with explicitly reported variables. Studies 2a-2c: greater script knowledge was associated with longer transcripts, broader vocabulary, mentor name use, and increased levels of sadness and/or joy expressed in ASA transcripts. Study 3: both datasets containing greater script knowledge had longer transcripts and broader vocabulary.

Conclusions

Insights were gained about ASA and MSA population reliability, relationships between secure base and mentoring assumptions, and transcript features. Proposals were made for adaptation of the ASA and MSA for research and applied settings.

Item Type:	Thesis (Doctoral)
Dates:	Date Event November 2023 Submitted 30 July 2024 Accepted
Uncontrolled Keywords:	Attachment Script Assessment, ASA, Mentoring Script Assessment, MSA, attachment, mentor, help seeking, help providing, relationship, corpus linguistic, AntConc, sentiment analysis, SEANCE
Subjects:	CAH04 - psychology > CAH04-01 - psychology > CAH04-01-02 - applied psychology CAH19 - language and area studies > CAH19-01 - English studies > CAH19-01-07 - linguistics
Divisions:	Doctoral Research College > Doctoral Theses Collection Faculty of Business, Law and Social Sciences
Depositing User:	Jaycie Carter
Date Deposited:	17 Sep 2024 11:36
Last Modified:	23 Sep 2024 11:14
URI:	https://www.open-access.bcu.ac.uk/id/eprint/15851

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