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1.
Birgit Leidenfrost Barbara Strassnig Alfred Schabmann Christiane Spiel Claus-Christian Carbon 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):347-364
The purpose of our study was to explore peer mentoring styles and examine their contribution to academic success among mentees. Data were collected as part of a comprehensive evaluation of a peer mentoring program. The sample consisted of 49 mentors (advanced students) who supported 376 mentees (first year students) in small groups. Indicators for peer mentoring styles were constructed using mentee assessments of mentoring functions and mentor quality, and unobtrusive data gathered in an analysis of online mentoring activities and a content analysis of the quality of the online mentoring activities. Using cluster analyses, three distinct mentoring styles were identified: Motivating master mentoring, informatory standard mentoring, and negative minimalist mentoring. Motivating master mentors were shown to have a positive influence on success in the mentoring program among those mentees who failed two preliminary exams. Implications for the training of peer mentors in higher education are discussed. 相似文献
2.
Angela M. Byars-Winston Janet Branchaw Christine Pfund Patrice Leverett Joseph Newton 《International Journal of Science Education》2013,35(15):2533-2554
Few studies have empirically investigated the specific factors in mentoring relationships between undergraduate researchers (mentees) and their mentors in the biological and life sciences that account for mentees’ positive academic and career outcomes. Using archival evaluation data from more than 400 mentees gathered over a multi-year period (2005–2011) from several undergraduate biology research programs at a large, Midwestern research university, we validated existing evaluation measures of the mentored research experience and the mentor–mentee relationship. We used a subset of data from mentees (77% underrepresented racial/ethnic minorities) to test a hypothesized social cognitive career theory model of associations between mentees’ academic outcomes and perceptions of their research mentoring relationships. Results from path analysis indicate that perceived mentor effectiveness indirectly predicted post-baccalaureate outcomes via research self-efficacy beliefs. Findings are discussed with implications for developing new and refining existing tools to measure this impact, programmatic interventions to increase the success of culturally diverse research mentees and future directions for research. 相似文献
3.
Finding a suitable mentor is crucial to the success of mentoring relationships. In the mentoring literature, however, there
is conflicting evidence about the best ways to support the pairing process in organisational mentoring programs. This paper
presents a detailed analysis of the pairing process in an academic mentoring program that has implications for building a
mentoring culture in higher education. The program which began with a pilot and has continued for five years with one hundred
and twenty one participants, was conducted with mentees selecting their own mentor from a pool of mentors who volunteered
to be part of the program. In the pilot program, where mentors and mentees first met as one group, some mentees reported that
the process of selecting and approaching a mentor was uncomfortable and intimidating. Nine of twenty-three potential mentees
did not form mentoring relationships. Analysis of subsequent program evaluation data pointed to the importance of two factors
in the pairing process: personal connections and facilitation of the selection process. This study at a research-intensive
university demonstrates that when the pairing process is tailored to individual mentees, they are comfortable selecting a
mentor and to then develop a successful mentoring relationship. 相似文献
4.
Linda S. Behar-Horenstein Xiaoying Feng Alena Prikhidko Yu Su Huan Kuang Roger B. Fillingim 《Mentoring & Tutoring: Partnership in Learning》2019,27(1):109-125
The purpose of our study was to assess how an academic health center (AHC) mentor academy program affected mentor competence and optimized the mentor–mentee relationship. Mixed methods were used to assess the effectiveness of an AHC mentor program at a clinical translational science institute (CTSI). Twenty biomedical research faculty mentors took a validated survey and submitted reflective writings to discover if they corroborated or refuted statistically significant survey results. There was a significant improvement in participants’ confidence of mentor skills, integral mentoring quality, and the extent to which they fulfill mentees’ expectations. Males provided constructive feedback and helped mentees develop goal strategies more often compared to females. Reflective writings supported these findings yet refuted two survey findings. The use of a mixed methods approach offers novel insight into how mentoring programs benefit translational research mentoring capacity building and raises questions about the sole use of surveys as evidence of program effectiveness. 相似文献
5.
In this study, we aimed to determine whether mentor intervention styles influence benefits gained by novice entrepreneurs through their mentoring relationship. An empirical study conducted with 360 mentees who had received mentoring services shows that an intervention style which combines a maieutic approach with mentor involvement produced the best results. This style made it possible for the mentor to play a more decisive role with the mentee and also fostered the development of certain mentee outcomes. Mentoring program directors can make their mentors aware of the importance of their mentoring style to maximize outcomes for novice entrepreneurs. 相似文献
6.
Gareth Roach 《Mentoring & Tutoring: Partnership in Learning》2013,21(3):210-223
The purpose of this paper is to provide findings from a study into a school peer mentoring program which matched children aged between 9 and 12?years of age who were bullied or at-risk of being bullied with older student mentors. In total, 372 mentees as well as a comparison group of 1,249 young people from 22 English schools completed a questionnaire at the start and end of the school year (approximately nine months). An examination of the results showed that mentored students reported higher levels of bullying and life satisfaction, and statistically significant higher levels of school satisfaction than the comparison group at the end of the school year. These outcomes did not significantly vary by the mentee’s age, gender, or the number of mentoring meetings. Potential reasons for these findings are explored with a particular emphasis on the school environment and its influence on mentee–mentor and mentee–teacher relationships. The findings will have potential implications for future research and program developers. 相似文献
7.
LeoNora M. Cohen Kathleen Cowin Kathryn Ciechanowski Richard Orozco 《Mentoring & Tutoring: Partnership in Learning》2013,21(1):75-97
Tenure demands for scholarship and publication are increasing, with relatively little research on mentoring junior faculty and less on mentoring to craft journal articles. This qualitative self-study of mentoring experiences of three junior faculty members and their experienced mentor used portraiture methodology to address the research question, How did the mentoring experience, from both mentor’s and mentees’ perspective, reshape our thinking and understanding of the journal article writing process? Portraiture was employed somewhat differently, with mentor and mentee “painting” each other. Five emergent themes were found in the dyadic portraits written by protégés and mentor: beginnings, relationships, fears and worries, support and scaffolding, and outcomes. The mentoring relationships evolved from traditional to more collaborative, simultaneously becoming less hierarchical and involving cognitive and affective aspects. Crafting journal articles involved finding focus, backwards design, iteration, problem-finding, affirmation, and support. Eleven implications offer guidance for mentoring in university contexts and for future research. 相似文献
8.
Stephen P. Gordon Sonja R. Brobeck 《Mentoring & Tutoring: Partnership in Learning》2013,21(4):427-447
The purpose of this study is to explore the process of coaching a mentor of experienced teachers. In particular, we sought to determine if coaching would help a mentor to compare her espoused beliefs about mentoring to her mentoring behaviors and possibly resolve any dissonance. The mentor and coach (the co‐researchers) participated in a platform conference, three coaching conferences, and a debriefing conference. In the platform conference, the mentor espoused the use of nondirective mentoring behaviors. The mentor and coach used the coaching conferences to review audio recordings of the mentor working with mentees during conferences intended to improve the mentees’ teaching, and to engage in reflective dialogue concerning the mentor’s interpersonal behaviors. The mentor experienced cognitive dissonance on several occasions during the coaching conferences when she discovered her use of directive behaviors in some interactions with mentees. Eventually, the mentor resolved this dissonance, primarily by changing her beliefs about mentoring and shifting from a nondirective to an eclectic platform. We conclude that the coaching of mentoring explored in this study has considerable potential for future research on the coaching process. 相似文献
9.
Researchers have highlighted developmental mentoring as being beneficial and judgmental mentoring as hampering the potential positive outcomes of mentoring. We introduce the construct clear mentoring as a beneficial form of mentoring. The findings suggest that newly qualified teachers who perceive higher levels of mentoring characterized by mentees’ opportunities to reflect upon their own practice, openness to different approaches to being a teacher, and an atmosphere of relational trust are more likely to report lower levels of self-efficacy. In contrast, mentees who perceive higher levels of mentoring characterized by clear communication of feedback and advice are more likely to report higher levels of self-efficacy and lower levels of intention to quit. This study contributes to the field of mentoring by illuminating how mentors’ communication of evaluations, advice, and feedback can positively affect mentees, and how mentoring dominated by mentees’ perspectives can negatively affects mentees. 相似文献
10.
Drawing on the sociocultural theoretical (SCT) perspective, we offer a microgenetic analysis of mentor–mentee interactions in the context of pre-service teachers’ practicum in a Master’s program for Teaching English as a Second Language (TESL). Following two pairs of mentors and mentees, we analyze audio-recorded interactions and interviews and examine in depth how mediation occurs during mentoring and how such mediation assists the mentees in learning to become teachers. Our findings show that mentors’ mediation is dynamic and contingent upon the context in which mentoring occurs and that the quality and character of mentor–mentee interactions during goal-directed activities is a critical feature of promoting the mentees’ learning. Responsive mediation especially plays a key role in promoting the mentees’ cognitive development, and it is an essential component of effective mentoring. This calls for a more SCT-informed approach to conceptualizing mentoring and training mentors in practicums. 相似文献
11.
As higher education continues to experience a shift in demographics commiserate with the United States population, colleges and universities are making more concerted efforts to recruit men of color as staff, administrators, and faculty to reflect their diversified student bodies. One way to retain men of color staff members is to provide mentoring programs. While there are authors who are examining the benefits of mentoring, there has been little research into how men of color staff members of community college experience mentoring as a mentee and as a mentor. In this study we sought to understand how do men of color experience mentoring, both as mentor to undergraduate men of color and as staff mentees at a community college. The findings of our study include three common themes: investments made by mentors, investing in mentees, and support from administration. 相似文献
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14.
Ann M. Heirdsfield Sue Walker Kerryann Walsh Lynn Wilss 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):109-124
Universities worldwide are developing peer mentoring programmes to assist first‐year students’ transition into university life. Awareness of the mentees’ experiences in the mentoring programme – the successes and challenges – contributes to ongoing planning for successful transition for first‐year students. Also, understanding the mentors’ experiences can contribute to the success of the programme and, more importantly, can lead to strong self efficacy for the mentors. This qualitative study appraises a mentoring programme for first‐year undergraduate students from the mentors’ perspective. The mentors’ experiences, both positive and negative, are discussed and a relational model of mentoring is presented. The results of this inquiry have implications for the development of future mentoring programmes, particularly in terms of mentor recruitment and preparation, if first‐year students are to be effectively oriented and supported in their transition to university study. 相似文献
15.
《Quest (Human Kinetics)》2012,64(4):447-462
ABSTRACTMany students experience difficulties during their graduate education. Scholars have proposed mentoring as one potential strategy to support them. While often assumed to be the sole responsibility of faculty, graduate students are also in a position to provide meaningful mentorship to their peers. Thus, the purpose of the current article is to focus on the relationship between peer mentor and mentee and provide those interested in becoming peer mentors during their graduate training with a guide to deliberately structure their interactions and relationships with mentees. More specifically, the approaches of four former peer mentors are presented. These are all grounded in theory and have been labeled: (a) autonomy-supportive mentoring, (b) mentoring with resonance, (c) community-based mentoring, and (d) self-concept-based mentoring. 相似文献
16.
Simon Larose 《Mentoring & Tutoring: Partnership in Learning》2013,21(2):150-174
In my study, mentors matched with college mentees evaluated their self-efficacy nine times, during their participation in an academic mentoring program. Three distinct groups emerged as follows: (a) mentors who perceived themselves as moderately efficient throughout the mentoring relationship (the moderate stable (MS) group), (b) mentors who considered themselves moderately efficient at the beginning of the match, and increasingly so as the relationship progressed (the increasing (IN) group), and (c) mentors who perceived themselves as very efficient at the beginning of the match, but who subsequently experienced slight fluctuations of their self-efficacy (the high unstable (HU) group). Several personal and experiential factors such as the mentors’ sensitivity to distress and the mentees’ parental autonomy support predicted the likelihood of belonging to the IN or HU groups (as opposed to the MS group). These findings are interpreted according to the premises of the self-efficacy theory. Implications for mentor selection and training are discussed. 相似文献
17.
Current mentoring models for teacher preparation and induction emphasize the need to engage novice teachers’ learning through collaborative professional learning communities. Mentors in such communities are expected to engage in joint knowledge construction with novices, and to be ‘co-thinkers’ who enact a developmental view of mentoring, as well as ‘co-learners’ who are willing to engage in mutual learning with their novices. These two aspects are assumed to be associated in mentor thinking. The aim of this questionnaire study was, therefore, to explore the relationship between mentors’ mentoring conceptions and their mentoring motives. Participants were 726 secondary education mentor teachers, associated with 13 institutes for teacher preparation in the Netherlands. Results showed that a motivation to mentor for personal learning was more strongly associated with a developmental conception of mentored learning to teach than with an instrumental mentoring conception. The same was found for a motivation to mentor for contributing to the profession, but less pronounced. These findings suggest potential strategies for the selection and preparation of mentor teachers for programs that intend to foster collaborative inquiry approaches for novice teacher support. 相似文献
18.
Paul Crissman 《The Educational forum》2013,77(4):357-365
Operational characteristics for successful mentoring programs of new university faculty include clarity of purpose of the program, methods for matching mentors and protégés, mentor training, mentor–protégé relationship building, and program effectiveness assessment. Strengths of formal, informal, peer, group or consortia, intra-departmental, inter-departmental, and research mentoring approaches to mentoring from the literature are presented. Using characteristics and outcomes from successful programs, a proposed four-stage model of conceptualization, design and development, implementation, and evaluation can lead to the benefits of socialization into the culture, emotional support, networking, and increased job performance. 相似文献
19.
The mentor’s background in educational roles has been presented as a moderator of School-Based Mentoring (SBM). However, the analysis of overlapping mentoring and teaching roles has been underemphasized in the literature. The aim of this study is to test whether the combination of mentoring and teaching roles influences the mentees’ school performance, within a Portuguese SBM program. A three-stage experimental study was conducted in order to compare mentored (n = 157) and non-mentored students (n = 160) enrolled in formal basic education (5th to 8th grades). Multivariate Analyses of Covariance (MANCOVA) revealed that the combination of mentoring and teaching roles was effective in reducing the mentees’ unexcused absences and in improving their grades in Portuguese language and math as well as their Grade Point Average (GPA) compared to equivalent non-mentored students. Further analyses demonstrated that an increased satisfaction of the mentored students Basic Psychological Needs (BPN) promoted better school performance outcomes when compared with non-mentored students with an identical perception of BPN support. However, mentored students that experienced an increased satisfaction of BPN had marginally significantly worse Grade Point Average (GPA) than the mentored students that perceived less or similar BPN support within SBM. These mixed trends are discussed and recommendations are made for a more balanced support of BPN in SBM relationships and across the different relationships held between the mentees and other teachers, in order to foster an improvement of school performance. 相似文献
20.
Using survey data on the third cohort of scholarship recipients in the Washington State Achievers (WSA) program, this study
first examined how the assignment of college mentor and student engagement in mentoring vary based on student and institutional
characteristics and then examined the relationship between mentor assignment and different mentoring aspects of the WSA program
and student persistence in college. The results from this project indicated that Asian American students were more likely
to have an assigned college mentor and that Hispanic students were more likely than White students to turn to their college
mentors for support and encouragement and had a higher level of perceived importance of their overall experiences with mentors.
Among all WSA recipients, having an assigned college mentor was positively related to the probability of persisting in college;
among those who had an assigned college mentor, the probability of persisting was positively associated with the extent to
which the recipients turn to mentors for support and encouragement and with their perceived importance of experiences with
mentors. 相似文献