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ERIC Number: EJ1104291
Record Type: Journal
Publication Date: 2015
Pages: 16
Abstractor: As Provided
Reference Count: 38
ISBN: N/A
ISSN: ISSN-1361-1267
Program Support and Value of Training in Mentors' Satisfaction and Anticipated Continuation of School-Based Mentoring Relationships
McQuillin, Samuel D.; Straight, Gerald G.; Saeki, Elina
Mentoring & Tutoring: Partnership in Learning, v23 n2 p133-148 2015
In this study, we tested a theoretical model of training practices in school-based mentoring by comparing the differences between two mentoring programs on mentor-reported program support, value of training, relationship satisfaction, and plans to continue mentoring. The two mentoring programs that we compared were conducted at the same school and involved similar contexts, structure, and goals but differed in the training approach (i.e. quality, frequency, and duration of training and support). Using a structural equation model, we tested a theory of mentor-reported differences between the studies and found that mentors in the program with enhanced training and support reported more program support, value of training, and plans to continue mentoring, when compared to the program without enhanced training and support. Indirect effects were subsequently analyzed and we found that these differences indirectly contributed to greater relationship satisfaction.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education; Elementary Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: South Carolina