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Autor/inn/en | McQuillin, Samuel D.; Straight, Gerald G.; Saeki, Elina |
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Titel | Program Support and Value of Training in Mentors' Satisfaction and Anticipated Continuation of School-Based Mentoring Relationships |
Quelle | In: Mentoring & Tutoring: Partnership in Learning, 23 (2015) 2, S.133-148 (16 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 1361-1267 |
DOI | 10.1080/13611267.2015.1047630 |
Schlagwörter | Mentors; Participant Satisfaction; Sustainability; Relevance (Education); Intention; Program Evaluation; Comparative Analysis; Improvement Programs; Structural Equation Models; Supervisory Training; Program Effectiveness; School Support; Outcomes of Education; Undergraduate Students; Questionnaires; College School Cooperation; Supervisor Supervisee Relationship; Sequential Approach; South Carolina |
Abstract | In this study, we tested a theoretical model of training practices in school-based mentoring by comparing the differences between two mentoring programs on mentor-reported program support, value of training, relationship satisfaction, and plans to continue mentoring. The two mentoring programs that we compared were conducted at the same school and involved similar contexts, structure, and goals but differed in the training approach (i.e. quality, frequency, and duration of training and support). Using a structural equation model, we tested a theory of mentor-reported differences between the studies and found that mentors in the program with enhanced training and support reported more program support, value of training, and plans to continue mentoring, when compared to the program without enhanced training and support. Indirect effects were subsequently analyzed and we found that these differences indirectly contributed to greater relationship satisfaction. (As Provided). |
Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |