Peer Mentor Characteristics That Predict Supportive Relationships with First-Year Students: Implications for Peer Mentor Programming and First-Year Student Retention

Autor/inn/en	Holt, Laura J.; Fifer, James E.
Titel	Peer Mentor Characteristics That Predict Supportive Relationships with First-Year Students: Implications for Peer Mentor Programming and First-Year Student Retention
Quelle	In: Journal of College Student Retention: Research, Theory & Practice, 20 (2018) 1, S.67-91 (25 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1521-0251
DOI	10.1177/1521025116650685
Schlagwörter	Mentors; Peer Relationship; College Freshmen; Academic Persistence; Program Effectiveness; Attachment Behavior; Self Efficacy; Predictor Variables; Student Attitudes; Hierarchical Linear Modeling; College Students; Student Surveys; Questionnaires + Suchen Sie Ihr Suchwort? Peer-Beziehungen; Studienanfänger; Attachment; Bindungsverhalten; Self-efficacy; Selbstwirksamkeit; Prädiktor; Schülerverhalten; Collegestudent; Schülerbefragung; Fragebogen
Abstract	Peer mentoring programs frequently are implemented on college campuses to enhance first-year college student retention; however, few studies have examined characteristics of peer mentors that are associated with more supportive mentor-mentee relationships, leaving college personnel with a limited understanding of how to improve these vital programs. Accordingly, in this prospective study, we examined whether mentors' attachment style and self-efficacy to mentor predicted peer mentors' (n = 76) or mentees' (n = 999) ratings of mentor-provided support. Results showed that mentor self-efficacy mediated the relation between an avoidant attachment style and mentor-reported support; that is, peer mentors with a more avoidant attachment style reported lower self-efficacy to mentor and, in turn, endorsed providing lower levels of support for mentees. Mentor-mentee contact, however, was the only predictor of "mentees'" ratings of mentor support. Future research should aim to extend these preliminary findings so as to inform the selection, training, and supervision of peer mentors in college settings, with the ultimate goal of enhancing first-year student retention. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01