Peer Mentoring Styles and Their Contribution to Academic Success among Mentees: A Person-Oriented Study in Higher Education

Autor/inn/en	Leidenfrost, Birgit; Strassnig, Barbara; Schabmann, Alfred; Spiel, Christiane; Carbon, Claus-Christian
Titel	Peer Mentoring Styles and Their Contribution to Academic Success among Mentees: A Person-Oriented Study in Higher Education
Quelle	In: Mentoring & Tutoring: Partnership in Learning, 19 (2011) 3, S.347-364 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-1267
Schlagwörter	Higher Education; Advanced Students; Mentors; Academic Achievement; Content Analysis; Peer Groups; Program Evaluation; Learning Activities; Supervisor Qualifications; Supervisory Methods; Foreign Countries; Blended Learning; College Freshmen; Leadership Styles; Program Effectiveness; Participant Satisfaction; Austria + Suchen Sie Ihr Suchwort? Hochschulbildung; Hochschulsystem; Hochschulwesen; Fortgeschrittener; Schulleistung; Inhaltsanalyse; Gleichaltrigengruppe; Peer Group; Programme evaluation; Programmevaluation; Lernaktivität; Ausland; Studienanfänger; Führungsstil; Österreich
Abstract	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. (Contains 2 figures, 2 tables, and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10