The Impact of Peer Mentoring on Mentee Academic Performance: Is Any Mentoring Style Better than No Mentoring at All?

Autor/inn/en	Leidenfrost, Birgit; Strassnig, Barbara; Schütz, Marlene; Carbon, Claus-Christian; Schabmann, Alfred
Titel	The Impact of Peer Mentoring on Mentee Academic Performance: Is Any Mentoring Style Better than No Mentoring at All?
Quelle	In: International Journal of Teaching and Learning in Higher Education, 26 (2014) 1, S.102-111 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1812-9129
Schlagwörter	Mentors; Peer Counseling; Academic Achievement; Transitional Programs; College Freshmen; Supervisory Methods; Psychology; Experimental Groups; Control Groups; Program Effectiveness; Program Evaluation; Grade Point Average; Cohort Analysis; Questionnaires; Protocol Analysis; Network Analysis; Foreign Countries; Austria (Vienna) + Suchen Sie Ihr Suchwort? Schulleistung; Studienanfänger; Psychologie; Programme evaluation; Programmevaluation; Kohortenanalyse; Fragebogen; Netzplantechnik; Ausland
Abstract	Universities frequently offer support programs to assist first-year students with the transition from school to the university. The purpose of this study was to examine the effects of different mentoring styles on mentee academic performance after 1 year and 2 years of study. Participants consisted of 417 psychology students who started their course of study in the 2007/2008 winter term at the University of Vienna. Three hundred twenty-eight students participated voluntarily in the peer mentoring program, Cascaded Blended Mentoring, in which they were supported by 48 peer mentors (advanced students) in small groups. Eighty-nine students did not participate in the mentoring program. The mentoring groups were classified according to one of three mentoring styles described by Leidenfrost, Strassnig, Schabmann, Carbon, and Spiel (2011): (b) motivating master mentoring, (b) informatory standard mentoring, and (c) negative minimalist mentoring. Our data suggest that participants in the mentoring program performed better in their studies than students who did not participate in terms of average grade and number of courses passed. There was, however, no specific impact of the different mentoring styles on mentee academic performance. (As Provided).
Anmerkungen	International Society for Exploring Teaching and Learning. Web site: http://www.isetl.org/ijtlhe
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10