Academic Mentoring in College: The Interactive Role of Student?s and Mentor?s Interpersonal Dispositions

Bernier, Annie; Larose, Simon; Soucy, Nathalie

doi:10.1007/s11162-004-6288-5

Cited by 66 publications

(95 citation statements)

References 41 publications

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“…Importantly, our participants reported that they made a conscious effort to draw upon their prior experiences in considering their own roles as supervisors. These findings are important given research (e.g., Bernier, Larose, & Soucy, 2005) that has indicated that effective mentoring arises when faculty members pay attention to the way in which they interact with students.…”

Section: Discussionmentioning

confidence: 86%

8. New Faculty Perceptions of Supervision and Mentoring: The Influence of Graduate School Experiences

Gadbois

Graham

2012

CELT

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This study examined new faculty members’ perceptions and approaches to student supervision and mentoring as related to their own experiences as doctoral students. Previous research has examined the graduate student-supervisor/mentor relationship but has yet to examine its impact on subsequent graduate student practices when they enter academic positions. Fourteen Canadian faculty members participated in a study on the experiences and expectations of doctoral candidates and early career academics. As a group, these new faculty members perceived that ideally a supervisor would also be a mentor. They perceived that a mentor shares professional and personal experience, functions as a ‘sounding board,’ provides guidance and advice, and helps prepare students for the work they are currently doing and for their career responsibilities in the future. A majority of these new faculty members reported that their graduate supervisors were not their only mentor or did not function as a mentor. Furthermore, all participants reported that they consciously made an effort to include mentorship as part of their supervisory role. These findings indicated that graduate students’ own experiences of being supervised and/or mentored informed approaches with their own students. This research shows the apparent value in studying the influences of these important graduate school relationships and demonstrates the way in which our perspectives on supervisory relationships may influence subsequent practice.

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Section: Discussionmentioning

confidence: 86%

8. New Faculty Perceptions of Supervision and Mentoring: The Influence of Graduate School Experiences

Gadbois

Graham

2012

CELT

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“…Several studies were conducted using a direct effects model to investigate mentorship program based on different samples like perceptions of 88 participants of a large south eastern university in United States (Allen & Finkelstein, 2003), perceptions of 18 students at University of Brighton, United Kingdom (Dutton, 2003), perceptions of 110 students in Canadian colleges (Bernier et al, 2005) and perceptions of 196 students in teaching based higher learning institutions in Sarawak . These studies found that the ability of mentors to properly implement comfortable communication and provide adequate support in formal and/or informal mentorship relationships had been important determinants of mentees' psychosocial development in the respective organizations (Allen & Finkelstein, 2003;Bernier et al, 2005;Dutton, 2003;.…”

Section: Relationship Between Mentorship Program and Mentees' Psychosmentioning

confidence: 99%

“…Mentors and mentees have played a significant role in teaching, inducting and developing the skills and talents of mentee. Mentorship has been receiving substantial attention among practitioners and academics as a means to professional and personal development (Little, Kearney & Britner, 2010) and/or counseling services (Gregson, 1994; Even though the nature of this relationship is significant, little has been left unexplained about the role of mentorship program as an important determinant of mentee outcomes in the mentorship program research literature (Allen & Finkelstein, 2003;Bernier et al, 2005;. Many scholars argue that this situation is related to the emphasis of many previous on the internal properties of mentorship program, employment of a simple survey method to explain different respondent perceptions toward particular mentorship program models and usage of a simple correlation analysis to measure the strength of association between mentorship program and mentees' psychosocial development.…”

Section: Introductionmentioning

confidence: 99%

“…Many scholars argue that this situation is related to the emphasis of many previous on the internal properties of mentorship program, employment of a simple survey method to explain different respondent perceptions toward particular mentorship program models and usage of a simple correlation analysis to measure the strength of association between mentorship program and mentees' psychosocial development. Hence, these studies have not provided sufficient information to be used as guidelines by practitioners in formulating strategic action plans to improve the design and administration of mentorship programs in dynamic environment of higher learning institutions (Bernier et al, 2005;Dutton, 2003;Ismail & Ridzuan, 2012). This phenomenon has motivated the researchers to further explore the nature of this relationship.…”

Section: Introductionmentioning

confidence: 99%

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Effect of Mentorship Program on Mentees’ Psychosocial Development

Ismail

Abdullah

Ridzwan

et al. 2015

ILSHS

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The study investigates the role of mentorship in enhancing mentees’ psychosocial development. It utilized self-administered questionnaires completed by undergraduate military students at a public higher learning institution in Malaysia. The outcomes of SmartPLS path model analysis revealed two important findings: firstly, communication insignificantly correlated with psychosocial development. Secondly, support significantly correlated with psychosocial development. The results confirm that communication does not act as an important determinant of mentees’ psychosocial development. However, support does act as an important psychosocial development in the studied organization. This paper also provides discussion, implications and conclusion.

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“…Youth protégés typically represent diverse demographics, including boys and girls who differ by racial and ethnic minority background, socioeconomic status, disability, and religion (Balcazar, Majors, Blanchard, & Paine, 1991;Blechman, 1992). Although the research does not necessarily indicate that mentors must be matched on these dimensions, studies do show the importance of a basic compatibility between the youth and mentor in their personalities, interests, and expectations or goals for the relationship (Bernier & Larose, 2005;Madia & Lutz, 2004). In addition, close emotional connections between youth and mentors appear to be fostered by factors resembling those identified as important in effective therapeutic relationshipsmutual empathy and authenticity (Spencer, 2006) as well as basic compatibility and enjoying each other's company (Spencer & Rhodes, 2005).…”

Section: On Mentoring and Perennialsmentioning

confidence: 99%