Peer-Mentoring and Doctoral Student Retention: A Longitudinal Investigation

Autor/in	Ayoobzadeh, Mostafa
Titel	Peer-Mentoring and Doctoral Student Retention: A Longitudinal Investigation
Quelle	In: Higher Education Research and Development, 42 (2023) 3, S.513-529 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Ayoobzadeh, Mostafa)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2022.2106948
Schlagwörter	Peer Relationship; Mentors; Doctoral Students; Academic Persistence; Longitudinal Studies; Student Motivation; Foreign Countries; Personal Autonomy; Competence; Self Determination; Canada + Suchen Sie Ihr Suchwort? Peer-Beziehungen; Doctoral studies; Doctorate studies; Student; Students; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Studentin; Doktorand; Doktorandin; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schulische Motivation; Ausland; Individuelle Autonomie; Kompetenz; Selbstbestimmung; Kanada
Abstract	Many doctoral students do not finish their studies. Social support has been shown to lower the likelihood of student withdrawal. I propose peer-mentoring as one of the practices that makes a significant difference in doctoral student attrition. In this longitudinal study, I investigated the influence of peer-mentoring on students' motivation and retention. Data were collected four times from 35 participants (a total of 140 surveys) in a Canadian university, where senior doctoral candidates mentored first year doctoral students. Data analysis indicates that students who received high levels of peer-mentoring experienced both steady and high autonomous motivation for their studies and low intention to leave. Implications for theory and practice are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01