Developing Peer Mentoring Support for TAFE Students Entering 1<sup>st</sup>-Year University Early Childhood Studies

Heirdsfield, Ann M.; Walker, Sue; Walsh, Kerryann

doi:10.1080/10901020500413262

Cited by 8 publications

(5 citation statements)

References 13 publications

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“…Other key challenges in the transition to tertiary studies include the increased degree of independence required, introduction to new technologies and balancing the academic workload with other commitments such as work and family life. These and other issues have implications for students' academic performance and attrition rates (Heirdsfield, Walker, & Walsh, 2005). To improve student performance and reduce attrition, some universities have designed programmes aimed at supporting first-year students in transition.…”

Section: Introductionmentioning

confidence: 99%

Peer mentoring for first‐year teacher education students: the mentors’ experience

Heirdsfield

Walker

Walsh

et al. 2008

Mentoring & Tutoring: Partnership in Learning

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Universities worldwide are developing peer mentoring programmes to assist first-year students' transition into university life. Awareness of the mentees' experiences in the mentoring programme -the successes and challenges -contributes to ongoing planning for successful transition for first-year students. Also, understanding the mentors' experiences can contribute to the success of the programme and, more importantly, can lead to strong self efficacy for the mentors. This qualitative study appraises a mentoring programme for first-year undergraduate students from the mentors' perspective. The mentors' experiences, both positive and negative, are discussed and a relational model of mentoring is presented. The results of this inquiry have implications for the development of future mentoring programmes, particularly in terms of mentor recruitment and preparation, if first-year students are to be effectively oriented and supported in their transition to university study.

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Section: Introductionmentioning

confidence: 99%

Peer mentoring for first‐year teacher education students: the mentors’ experience

Heirdsfield

Walker

Walsh

et al. 2008

Mentoring & Tutoring: Partnership in Learning

Self Cite

113

112

View full text Add to dashboard Cite

show abstract

“…Students experience many different types of pressures when entering university and alleviating these pressures is an important part of ensuring that they persist in their education (Tinto, 1993). One possible avenue for enhancing both retention and success of students is the establishment of mentoring programs, as they have been shown to facilitate a successful social and academic transition to university (Heirdsfield, Walker, & Walsh, 2005) and reduce stress amongst students (Mekdessi, Curran, Lam, Grech, & Nguyen, 2013).…”

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confidence: 99%

MySci Advisors: Establishing a Peer-Mentoring Program for First Year Science Student Support

Poling

2015

CELT

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“…Los estudiantes de primer curso, suelen experimentar sentimientos de soledad e incertidumbre durante el primer año académico, hecho que dificulta la transición a los estudios universitarios (Cantwell & Scevak, 2004;Heirdsfield, Walker, Walsh, & Wilss, 2008). Pero existen otros retos, como el incremento de independencia por parte de los estudiantes, el aumento de trabajo académico y las dificultades que sufren para compaginarlo con la vida profesional y personal dando como resultado un bajo rendimiento académico y el abandono de los estudios (Heirdsfield, Walker, & Walsh, 2005;Heirdsfield, Walker, Walsh, & Wilss, 2008). Para mejorar el rendimiento y reducir la tasa de abandono, diferentes Universidades han diseñado programas para dar soporte a los nuevos estudiantes, y facilitar así su transición (CasadoMuñoz, Lezcano-Barbero, & Colomer-Feliu, 2015;Heirdsfield, Walker, Walsh, & Wilss, 2008).…”

Section: Mentoringunclassified

Bases para desarrollar un modelo de mentorización basado en la Psicología Positiva

Nadal

Mora

Blasco‐Belled

et al. 2016

UTE

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ResumenLa psicología positiva ha protagonizado durante la última década una redirección científica en el estudio del funcionamiento humano, favoreciendo la proliferación de estrategias destinadas a mejorar el bienestar de las personas partiendo de las cualidades que les permiten alcanzar los objetivos. Este estudio pretende establecer las bases para poder desarrollar un programa de mentoría personalizado entre estudiantes de primer y último año de la Facultad de Educación, Psicología y Trabajo Social (FEPTS). Para llevarlo a cabo se han analizado diversos modelos de mentoría basados en la psicología positiva aplicada y, por el otro, el estudio exploratorio de los niveles de fortalezas de carácter, inteligencia emocional, rendimiento, bienestar y felicidad. Se ha contado con una muestra de 480 estudiantes procedentes de diferentes grados. A partir de los resultados de este estudio se muestra el diseño de un modelo de mentoría propio adaptado a las necesidades detectadas de la Facultad y pone especial énfasis en desarrollar estos componentes.Palabras clave: Psicología positiva, Mentoría, estudiantes universitarios, bienestar y rendimiento. Bases for developing a mentoring model base on positive psychology AbstractPositive psychology has starred in the last decade a scientific redirection in the study of human functioning, favoring the proliferation of strategies to improve the wellbeing of people based on the qualities that enable them to achieve the objectives. This study aims to establish the bases for developing a personalized mentoring program between freshmen and seniors of the Faculty of Education, Psychology and Social Work. To carry it out, we have been analyzed various models of mentoring based on positive psychology applied and, we did the exploratory study of character strengths levels, emotional intelligence, performance, wellbeing and happiness. It has had a sample of 480 students from different grades. From the results of this study design own model of mentoring adapt to the identified needs of the Faculty and gives special emphasis on developing these components.

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Developing Peer Mentoring Support for TAFE Students Entering 1^st-Year University Early Childhood Studies

Cited by 8 publications

References 13 publications

Peer mentoring for first‐year teacher education students: the mentors’ experience

Peer mentoring for first‐year teacher education students: the mentors’ experience

MySci Advisors: Establishing a Peer-Mentoring Program for First Year Science Student Support

Bases para desarrollar un modelo de mentorización basado en la Psicología Positiva

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Developing Peer Mentoring Support for TAFE Students Entering 1st-Year University Early Childhood Studies

Cited by 8 publications

References 13 publications

Peer mentoring for first‐year teacher education students: the mentors’ experience

Peer mentoring for first‐year teacher education students: the mentors’ experience

MySci Advisors: Establishing a Peer-Mentoring Program for First Year Science Student Support

Bases para desarrollar un modelo de mentorización basado en la Psicología Positiva

Contact Info

Product

Resources

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Developing Peer Mentoring Support for TAFE Students Entering 1^st-Year University Early Childhood Studies