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ERIC Number: ED554951
Record Type: Non-Journal
Publication Date: 2013
Pages: 150
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-1-3032-1550-6
Mentoring First-Year College Students: The Impact on Academic Performance and Social Development
Avalos-Louie, Mirella I.
ProQuest LLC, Ed.D. Dissertation, St. John's University (New York), School of Education and Human Services
In this 2-semester qualitative case study, the researcher/mentor intended to develop an understanding of how the process of mentorship unfolded for four academically at-risk first-year college students. The "College Student Inventory" (CSI) was administered at the onset of the study, followed by student interviews, class observations, and comprehensive note-taking during the mentoring of the student/participants. CSI results produced accurate markers that assisted with strategic planning of the mentoring process. The subscales indicated non-academic domains of concern (financial aid, career counseling, and receptivity to institutional personnel). The mentored students participated in a committed and responsive manner. Self-confidence and motivation were positively impacted by the intervention. Social development and student involvement were also explored. In order to significantly impact the students' organizational skills and course grades, more time was needed to achieve desired outcomes. Non-academic factors affecting course grades were addressed. It was concluded that these factors also weigh heavily toward retention. Financial need posed a significant threat to the student-participants in this study. Academic mentoring contributed to the retention of three of four students mentored. The researcher provided insight on the mentoring process and its implications for at-risk students, mentors, and higher education institutions. Recommendations were made for colleges and universities for implementation of mentoring programs that can be strategically effective and financially feasible to implement. Limitations include recruitment of participants and length of intervention. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page:]
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Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A