| The process of transitioning into the role of a mentor poses significant challenges for young college teachers, yet this area has received limited attention in academic research and practical management. Drawing upon the ternary interactive decision theory, this research constructs an analytical framework for mentor role adaptation. Through in-depth interviews with 22 young teachers from "double first-class" universities, three distinct types of mentor role adaptation are identified: transcendental leading type, task-oriented type, and subject-caring type. The findings reveal that young teachers' adaptation to the mentor role is influenced by various factors, including individual cognition, beliefs, guiding behaviors, institutional systems, social norms, and student characteristics. Considering the unique characteristics of novice mentors' role adaptation, universities should prioritize pre-education and practical training during the mentor preparation phase. Furthermore, personalized guidance and support should be emphasized during the role exploration period, and policy incentives and institutional safeguards should be strengthened during the role development stage. By addressing these aspects, universities can effectively support young mentors in their role adaptation journey and enhance their effectiveness in mentoring roles. |
