Developmental Relationship Programs: An Empirical Study of the Impact of Peer-Mentoring Programs

Autor/inn/en	Shojai, Siamack; Davis, William J.; Root, Patricia S.
Titel	Developmental Relationship Programs: An Empirical Study of the Impact of Peer-Mentoring Programs
Quelle	In: Contemporary Issues in Education Research, 7 (2014) 1, S.31-38 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1940-5847
Schlagwörter	Mentors; Peer Relationship; Program Effectiveness; Coaching (Performance); Regression (Statistics); Intervention; Academic Achievement; Grade Point Average; Least Squares Statistics; College Students; Skill Development; Student Motivation; Educational Environment; Comparative Analysis + Suchen Sie Ihr Suchwort? Peer-Beziehungen; Regression; Regressionsanalyse; Schulleistung; Collegestudent; Kompetenzentwicklung; Qualifikationsentwicklung; Schulische Motivation; Lernumgebung; Pädagogische Umwelt; Schulumwelt
Abstract	This paper provides an empirical analysis of the impact and effectiveness of developmental relationships provided through academic intervention programs at a medium-size master's level public university in the Northeastern United States. The programs' curriculum follows the Model of Strategic Learning's four pillars of learning and is administered to students with diverse interventional needs. This paper presents a brief review of the literature about effective developmental relationship programs (mentoring and coaching) in higher education. Then, Ordinary Least Squares regressions, as well as paired samples t-tests, are used to test the impact of programs offered through developmental relationships to students with varying academic deficiencies. The immediate, as well as longer-term, impact and sustainability of students' enhanced performance is statistically examined. The paper concludes that students who fully take advantage of developmental relationships benefit the most and sustain their higher level of performance beyond the immediate post one-time intervention period. However, in the absence of additional intervention, the academic performance gains seem to subside and flatten out. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01