A Comparison of Face-to-Face and Electronic Peer-Mentoring: Interactions with Mentor Gender

Autor/inn/en	Smith-Jentsch, Kimberly A.; Scielzo, Shannon A.; Yarbrough, Charyl S.; Rosopa, Patrick J.
Titel	A Comparison of Face-to-Face and Electronic Peer-Mentoring: Interactions with Mentor Gender
Quelle	In: Journal of Vocational Behavior, 72 (2008) 2, S.193-206 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0001-8791
DOI	10.1016/j.jvb.2007.11.004
Schlagwörter	College Freshmen; Mentors; Self Efficacy; Computer Mediated Communication; Interaction; College Seniors; Peer Relationship; Interpersonal Communication; Gender Differences; Comparative Analysis + Suchen Sie Ihr Suchwort? Studienanfänger; Self-efficacy; Selbstwirksamkeit; Computerkonferenz; Interaktion; College; Colleges; Senior; Hochschule; Fachhochschule; Peer-Beziehungen; Interpersonale Kommunikation; Geschlechterkonflikt
Abstract	The present study compared the relative impact of peer-mentoring that took place either face-to-face or through electronic chat. Proteges were 106 college freshmen randomly assigned to a senior college student mentor and to one of the two communication modes. Fifty-one mentors interacted with one of these proteges face-to-face and one solely through electronic chat. Electronic chat resulted in less psychosocial support, career support, and post-mentoring protege self-efficacy for those with male but not female mentors. Analyses of coded transcripts revealed that males condensed their language to a greater extent than did females in the electronic chat condition relative to the face-to-face condition. Dyads in the electronic chat condition had more interactive dialogue than did those in the face-to-face condition. Finally, dialogue interactivity predicted post-mentoring self-efficacy but only for those who communicated through electronic chat. (Author).
Anmerkungen	Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10