Faculty's Barriers to Mentoring Freshmen within an Interinstitutional Context: Applying the Theory of Planned Behavior

Autor/inn/en	Huart, Johanne; Leduc, Laurent; Laurent, Nathanaël; Detroz, Pascal; Martynow, Natacha; Charbaut, Célia; Malengrez, Déborah; Vierset, Viviane; Lambert, Isabelle; Gabriel, Laura; Vieujean, Anne-Catherine; Compère, Fabienne; Verpoorten, Dominique
Titel	Faculty's Barriers to Mentoring Freshmen within an Interinstitutional Context: Applying the Theory of Planned Behavior
Quelle	In: Mentoring & Tutoring: Partnership in Learning, 30 (2022) 5, S.503-523 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Detroz, Pascal)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-1267
DOI	10.1080/13611267.2022.2127255
Schlagwörter	Barriers; College Freshmen; Mentors; Behavior Theories; College Faculty; Teacher Participation; Foreign Countries; Predictor Variables; Teacher Attitudes; Intention; Belgium + Suchen Sie Ihr Suchwort? Studienanfänger; Fakultät; Ausland; Prädiktor; Lehrerverhalten; Belgien
Abstract	In order to investigate faculties' barriers to mentoring freshmen within an interinstitutional (and possibly reluctant) context, a questionnaire survey (N = 390), based on the Theory of Planned Behavior, was conducted prior to the inception of a wide mentoring program involving nine Belgian higher education institutions. Stepwise multiple regressions pinpointed the predictors of faculty's intention to participate in the program and their underlying beliefs. Results reveal that the obstacles commonly attributed to mentoring in the literature do not necessarily come out of this empirical approach and, conversely, that normative factors, underrepresented in research, can play an important role in resistance to or acceptance of mentoring. These findings contribute to a better knowledge of how likely freshmen instructors are to become involved in a mentoring program. It also has practical applications in helping to anticipate possible difficulties in implementing such a program. Lastly, the paper highlights practical implications for the Belgian consortium. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01