Integrating Peer Mentoring into the Psychology Curriculum: From an Extended Induction to an Academic Skills Course

Rosenkranz, Patrick

doi:10.2304/plat.2012.11.2.201

Cited by 4 publications

(7 citation statements)

References 7 publications

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“…When students perceived having higher levels of peer support, this buffered against the negative effects of depression on academic performance. This falls in line with previous research that has suggested that peer sup port can positively bolster both students' mental health (Alsubaie et al, 2019;Beiter et al, 2015) and academic performance (Altermatt, 2019;Rosenkranz, 2012). Similarly, GPA and feelings of anxiety were also found to be negatively related, meaning that, as participants' GPA increased in value, their feelings of anxiety seemed to decrease.…”

Section: Summary Of Findingssupporting

confidence: 90%

“…The current study's findings will also hopefully educate college administrators and leadership about the importance of providing students with different opportunities to form connections with their peers. Based on the findings of this study, colleges may want to consider implementing mentoring or peer support programs like the ones examined by Rosenkranz (2012) and Suresh et al (2021b) in order to buffer against the negative connections between mental health symptoms and academic performance. Finally, the findings and limitations of the current study demonstrate that college students' mental health, peer support, academic perfor mance, and the interactions between these constructs should be further investigated in order to best support college students' mental and academic wellbeing.…”

Section: Discussionmentioning

confidence: 99%

“…Altermatt (2019) showed that the quality of the peer support is far more important than the peer support itself: For students to perform well academically, it is important that they feel supported when they are both struggling and succeeding. Rosenkranz (2012) further showed how a mentor program that was developed at a university for first year students had a moderate impact on improving their academic skills. These students were led through a 12week mentoring program by senior students in their final year.…”

Section: Author Notementioning

confidence: 99%

“…The students participated in smallgroup workshops that ranged in topics and a brief mentoring session at the end of the semester to recap what they had learned. Overall, students felt that their academic writing skills were improved but that they required more time to improve all other academic skills (Rosenkranz, 2012). Therefore, peer support has the potential to positively support college students' academic performance as well as their mental health.…”

Section: Author Notementioning

confidence: 99%

“…Although extensive research has examined how anxiety and depression predict academic performance (e.g., Antunes & Langmuir, 2021;Bruffaerts et al, 2018;Luca et al, 2016) and how peer support predicts academic performance (Altermatt, 2019;Rosenkranz, 2012), limited research has explored the interaction of the two in predicting college students' academic performance. More specifically, a dearth of research has examined how peer support may interact with students' mental health to predict their academic performance.…”

Section: Author Notementioning

confidence: 99%

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Responses to Shame: Influences of Adherence to Masculinity Norms

Stine¹,

Broughton²,

Andrews³

et al. 2022

PsiChiJournal

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Managing negative emotions is challenging even without the overlay of socially constructed gender role norms. We were curious about the effects of being confronted with shame on young men who either adhere strongly to traditional masculine gender roles norms or are nonconforming to these norms. We evaluated the shame responses of college men (N = 23), using the Thurston-Craddock Test of Shame (TCTS; Thurston & Craddock, 1998) as our stimulus while measuring physiological and verbal responses. Men in the traditional masculinity norms conforming group scored significantly higher (p = .001, η2 = .58) on 7 of the 11 subscales from the Conformity to Masculine Norms Inventory (CMNI; Mahalik et al., 2003) than men in the nonconforming group. When presented with shame-based stimuli, we found differences in heart rate variability depending on the level of overt shame in the stimulus with the two groups, p = .038, η2 = .12. The use of aggressive language when confronted with overt examples of shame was not different for our comparison groups. Our results indicate that men who adhere to traditional masculine norms hold different values for interacting with women, physical confrontation, and being in control of situations and others than men who have not internalized the traditional values of American masculinity. Understanding the continuum of values and responses to difficult emotions continues to be a valuable area to study.

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Section: Summary Of Findingssupporting

confidence: 90%

Section: Discussionmentioning

confidence: 99%

Section: Author Notementioning

confidence: 99%

Section: Author Notementioning

confidence: 99%

Section: Author Notementioning

confidence: 99%

See 3 more Smart Citations

Responses to Shame: Influences of Adherence to Masculinity Norms

Stine¹,

Broughton²,

Andrews³

et al. 2022

PsiChiJournal

View full text Add to dashboard Cite

show abstract

Effectiveness of peer mentoring in the study entry phase: A systematic review

Gehreke,

Schilling,

Kauffeld

2024

Review of Education

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Peer mentoring is a widely employed strategy in higher education to foster student development and integration. However, the effectiveness of peer mentoring in higher education lacks well‐established statements. A systematic review was conducted to assess the efficacy of peer mentoring during the initial phase of academic studies. This review evaluated effectiveness based on four outcomes: intention to drop out, the sense of belonging, academic and social integration. It also scrutinised gender disparities and distinctions between digital and non‐digital, and group‐based and individual peer mentoring. The review revealed that peer mentoring is an effective support mechanism, yielding favourable impacts across various outcomes: social and academic integration, career benefits, emotional benefits, soft skills, university‐life balance, study dropout intention and sense of belonging to university. Gender disparities were generally inconspicuous in most studies. Digital peer mentoring proved effective, though students reported reduced levels of social support compared to non‐digital peer‐mentoring. Both individual and group‐based peer mentoring programmes were utilised, but specific outcomes distinguishing the two formats were not discerned. In summary, peer mentoring proves to be a valuable resource for first‐year students, particularly concerning academic and social integration. To holistically address the diverse needs of first‐year students additional approaches may be considered.

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