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ERIC Number: EJ892713
Record Type: Journal
Publication Date: 2010-Aug
Pages: 17
Abstractor: As Provided
Reference Count: 65
ISSN: ISSN-1361-1267
Listening, Play, and Social Attraction in the Mentoring of New Teachers
Young, Raymond W.; Cates, Carl M.
Mentoring & Tutoring: Partnership in Learning, v18 n3 p215-231 Aug 2010
This study explores the roles of mentors and proteges as they manage dialectical tensions in a professional environment. Sixty-two first-year teachers in a county school district in the southeastern USA answered a questionnaire about their mentors' empathic and directive listening, playful communication, social attractiveness, and ability to help them manage dialectical tensions of socialization. Regression analyses revealed that both empathic and directive listening helped the protege relieve these tensions. While playful communication did not directly explain relieving protege's tensions, it did predict social attraction. These findings support cognitive reappraisal and Rogerian models of helping, underscore the importance of listening to effective mentoring, and suggest that mentors receive training in empathic and directive listening techniques. (Contains 1 table and 1 figure.)
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Adult Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United States