Research Apprenticeship Training Promotes Faculty-Student Psychological Similarity and High-Quality Mentoring: A Longitudinal Quasi-Experiment

Autor/inn/en	Hernandez, Paul R.; Ferguson, Carinna F.; Pedersen, Rachelle; Richards-Babb, Michelle; Quedado, Kimberly; Shook, Natalie J.
Titel	Research Apprenticeship Training Promotes Faculty-Student Psychological Similarity and High-Quality Mentoring: A Longitudinal Quasi-Experiment
Quelle	In: Mentoring & Tutoring: Partnership in Learning, 31 (2023) 1, S.163-183 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hernandez, Paul R.) ORCID (Ferguson, Carinna F.) ORCID (Pedersen, Rachelle) ORCID (Richards-Babb, Michelle) ORCID (Quedado, Kimberly) ORCID (Shook, Natalie J.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1361-1267
DOI	10.1080/13611267.2023.2164973
Schlagwörter	Mentors; Longitudinal Studies; Academic Achievement; Teacher Student Relationship; Apprenticeships; Undergraduate Students; Student Attitudes; Psychological Patterns; Comparative Analysis; Role Models; College Faculty; Outcomes of Education; Research Universities; Student Characteristics; Program Effectiveness; Research Training + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Schulleistung; Teacher student relationships; Lehrer-Schüler-Beziehung; Apprenticeship; Lehre; Schülerverhalten; Identifikationsfigur; Fakultät; Lernleistung; Schulerfolg; Forschungseinrichtung
Abstract	High-quality mentoring relationships help college students to achieve their academic potential and career goals. However, less is known about factors that shape the antecedents of mentoring relationships (e.g. mentor-protégé psychological similarity), or the impact of similarities on the development of high-quality mentoring relationships. The current study advances mentoring theory by testing effects of research apprenticeship program involvement on perceptions of psychological similarity and the development of high-quality mentoring relationships over time. Undergraduate students (N = 170) in a research apprenticeship program and matched control students completed survey measures of mentoring experiences at the end of fall (Time 1) and spring (Time 2) semesters. Longitudinal structural equation model results show that involvement in the program promoted similarity, which in turn promoted support and relationship quality over time. Furthermore, early development of relationship quality strengthened the future experiences of psychosocial support from and role modeling identification with the faculty mentor. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01