Quantity, Quality, and Satisfaction with Mentoring: What Matters Most?

Autor/inn/en	Xu, Xiaohong; Payne, Stephanie C.
Titel	Quantity, Quality, and Satisfaction with Mentoring: What Matters Most?
Quelle	In: Journal of Career Development, 41 (2014) 6, S.507-525 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0894-8453
DOI	10.1177/0894845313515946
Schlagwörter	Mentors; Educational Quality; Job Satisfaction; Affective Objectives; Teacher Surveys; Teacher Persistence; Incidence; Program Length; Work Attitudes; Program Effectiveness; Participant Satisfaction; Likert Scales; Regression (Statistics); Online Surveys; College Faculty; Predictor Variables + Suchen Sie Ihr Suchwort? Quality of education; Bildungsqualität; Labor; Labour; Satisfaction; Arbeit; Zufriedenheit; Vorkommen; Work attitude; Arbeitshaltung; Likert-Skala; Regression; Regressionsanalyse; Fakultät; Prädiktor
Abstract	According to Kram's mentor role theory, satisfaction with mentoring and mentorship quality are key indicators of effective and successful mentoring. We contribute to mentoring research by demonstrating the relative importance of mentorship quantity, mentorship quality, and satisfaction with mentoring to the prediction of job satisfaction, affective commitment, and turnover intentions. Survey data from 472 faculty members revealed the importance of that satisfaction with mentoring in that it mediated the effect of mentorship quality on job satisfaction and turnover intentions, and it explained variance in three job attitudes above and beyond mentorship quantity and quality. Implications for organizational mentoring are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10