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ERIC Number: EJ979283
Record Type: Journal
Publication Date: 2012
Pages: 25
Abstractor: As Provided
Reference Count: 33
ISBN: N/A
ISSN: ISSN-1542-3077
Illuminating the Process of Peer Mentoring: An Examination and Comparison of Peer Mentors' and First-Year Students' Experiences
Holt, Laura J.; Berwise, Clifton A.
Journal of The First-Year Experience & Students in Transition, v24 n1 p19-43 2012
The aims of this mixed-methods study were to describe the types of support peer mentors provided to first-year students (mentees), examine whether mentors' and mentees' ratings of support were similar in degree and/or correlated, and determine whether discrepancies in mentor-mentee ratings were associated with mentees' academic outcomes. A large sample of first-year undergraduates (n = 484) who participated in a formal peer mentoring program and their mentors (n = 38) completed a recently validated measure of mentoring for college students. In addition, peer mentors' responses to open-ended questions about the mentoring experience were analyzed thematically. Results showed that although mentors' and mentees' ratings correlated, mentors uniformly perceived providing a higher level of support across all domains of mentoring. Also, there was an inverse relation between discrepancies in mentor-mentee ratings and mentees' academic performance. Qualitative analyses suggested that mentors frequently were not used as a resource and their role was not always clearly defined, which might partially account for the discrepancies observed. Implications for the peer mentor-mentee relationship and peer mentor training are discussed. (Contains 5 tables, 1 figure, and 1 note.)
National Resource Center for The First-Year Experience and Students in Transition. University of South Carolina, 1728 College Street, Columbia, SC 29208. Tel: 803-777-6229; Fax: 803-777-4699; e-mail: fye@sc.edu; Web site: http://www.sc.edu/fye/publications/index.html; Web site: http://fyesit.metapress.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A