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ERIC Number: ED578235
Record Type: Non-Journal
Publication Date: 2017
Pages: 170
Abstractor: As Provided
Reference Count: N/A
ISBN: 978-0-3551-6968-3
ISSN: EISSN-
Mentoring as a Predictor of Student Success among First-Generation and Continuing-Generation Students Enrolled in a Public Four-Year University
Sparks, Lisa Okada
ProQuest LLC, Ed.D./HE Dissertation, Azusa Pacific University
The purpose of this study was to identify which aspects of mentoring contribute to intent to graduate, college GPA, and levels of thriving in a sample of 416 juniors and seniors at a public university in Southern California. A secondary interest was to determine the extent to which the contribution of the mentoring components to the variation in these student success outcomes differed between first-generation and continuing-generation college students, given that many students who are the first in their families to attend college face additional disadvantages, barriers, and challenges in the college environment. This study utilized the College Student Mentoring Scale (Crisp, 2009) to measure various levels of support received by students. The Thriving Quotient (Schreiner, 2015) was utilized to measure the dependent variable of thriving, a psychosocial aspect of student success. Hierarchical multiple regression analyses indicated students' mentoring scale scores did not contribute significantly to the variation in their intent to graduate nor their college GPA, regardless of whether the student was a first-generation or continuing-generation student. However, mentoring contributed significantly to students' thriving levels, with Psychological and Emotional Support and Academic Subject Knowledge Support scale scores accounting for the most variance in thriving, after controlling for student demographics, campus experiences, and generation status. Separate regression analyses were conducted on first- and continuing-generation students. The findings indicated that Psychological and Emotional Support and Existence of a Role Model scale scores contributed significantly to first-generation students' levels of thriving. Mean scores on the total College Student Mentoring Scale contributed significantly more to the variation in all thriving scales for continuing-generation students than for first-generation students, however. Psychological and Emotional Support and Academic Subject Knowledge Support scale scores accounted for the most variance in thriving among continuing-generation students. These results suggest the existence of a mentor and the psychological and emotional support students receive from that mentor are critical elements that may contribute to first-generation student success. Formal mentoring programs thus may be particularly valuable for first-generation students who often lack the social and cultural capital needed to succeed in college. [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: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]
ProQuest LLC. 789 East Eisenhower Parkway, P.O. Box 1346, Ann Arbor, MI 48106. Tel: 800-521-0600; Web site: http://www.proquest.com/en-US/products/dissertations/individuals.shtml
Publication Type: Dissertations/Theses - Doctoral Dissertations
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: California