Cross-Age Mentoring to Support A-Level Pupils' Transition into Higher Education and Undergraduate Students' Employability

Autor/in	James, Alana I.
Titel	Cross-Age Mentoring to Support A-Level Pupils' Transition into Higher Education and Undergraduate Students' Employability
Quelle	In: Psychology Teaching Review, 20 (2014) 2, S.79-94 (16 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0965-948X
Schlagwörter	Undergraduate Students; Age Groups; Mentors; Psychology; Majors (Students); Outcomes of Education; Student Improvement; Self Esteem; Communication Skills; Student Attitudes; Educational Attitudes; Comparative Analysis; Employment Potential; Action Research; Mixed Methods Research; Self Concept Measures; Self Efficacy; Statistical Analysis; Secondary School Students; Rosenberg Self Esteem Scale; Self Efficacy Scale + Suchen Sie Ihr Suchwort? Age grop; Altersgruppe; Psychologie; Lernleistung; Schulerfolg; Self-esteem; Selbstaufmerksamkeit; Kommunikationsstil; Schülerverhalten; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Projektforschung; Self-efficacy; Selbstwirksamkeit; Statistische Analyse; Sekundarschüler
Abstract	Two challenges identified for psychology higher education are supporting entry students' transition, and supporting graduates' transition into employment. The evaluation of the first phase of a cross-age mentoring action research project targeting these issues is presented; eight psychology undergraduates mentored 20 A-level psychology pupils in two schools. Mentors showed significant increases in two of nine psychological literacies, in self-efficacy but not self-esteem, were highly satisfied with the experience, and reported benefits including enhanced communication skills. Mentees did not improve relative to pupils who were not mentored on attitudes towards higher education, self-efficacy or self-esteem, though reported benefits included enhanced insight into going to university, greater knowledge of psychology, and gains in academic skills. Mentees in one school were highly satisfied, with greater variation in the second. Adaptations identified for the next project iteration include greater focus upon the psychology A-level curriculum, and increased communication between mentors and school staff. (As Provided).
Anmerkungen	British Psychological Society, Division for Teachers & Researchers in Psychology. St Andrews House, 48 Princess Road East, Leicester, LE1 7DR, UK. Tel: +44-1162-529551; Fax: +44-1162-271314; e-mail: directmail@bps.org.uk; Web site: http://www.bps.org.uk/ptr
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01