Peer Mentoring during the Transition to University: Assessing the Usage of a Formal Scheme within the UK

Autor/inn/en	Collings, Rosalyn; Swanson, Vivien; Watkins, Ruth
Titel	Peer Mentoring during the Transition to University: Assessing the Usage of a Formal Scheme within the UK
Quelle	In: Studies in Higher Education, 41 (2016) 11, S.1995-2010 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0307-5079
DOI	10.1080/03075079.2015.1007939
Schlagwörter	Foreign Countries; Peer Groups; Mentors; Transitional Programs; Longitudinal Studies; Correlation; Use Studies; Questionnaires; Comparative Analysis; Social Sciences; College Freshmen; Predictor Variables; Well Being; Interpersonal Competence; Social Support Groups; Expectation; Student Satisfaction; Outcome Measures; Program Effectiveness; Likert Scales; Statistical Analysis; Regression (Statistics); United Kingdom + Suchen Sie Ihr Suchwort? Ausland; Gleichaltrigengruppe; Peer Group; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Korrelation; Benutzerschulung; Fragebogen; Social science; Sozialwissenschaften; Gesellschaftswissenschaften; Studienanfänger; Prädiktor; Well-being; Wellness; Wohlbefinden; Interpersonale Kompetenz; Social support; Soziale Unterstützung; Expectancy; Erwartung; Likert-Skala; Statistische Analyse; Regression; Regressionsanalyse; Großbritannien
Abstract	Although mentoring has become increasingly popular within UK higher education, there is little evaluative research. The current longitudinal study aimed to evaluate the usage of a peer mentoring scheme during a first semester at university amongst 124 students. Results indicate that during the first week at university the majority accessed the scheme but this then diminished by 10 weeks. There were strong positive correlations among contact, satisfaction and perceived mentor social support. Additionally, expectations of mentoring mediated the relationship between contact time and satisfaction. Correlations with student well-being and intention to withdraw, however, indicated that students reporting high levels of mentor support were worse off than those reporting less support. Students wanting more support from mentors were significantly lower on levels of integration and well-being. Findings suggest a potentially vulnerable group of students who access and use the mentoring scheme because of the problems they are experiencing. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01