MENTORING STUDENTS: CONCEPTUALIZING AND VALIDATING THE MULTI-DIMENSIONS OF A SUPPORT SYSTEM
MENTORING STUDENTS: CONCEPTUALIZING AND VALIDATING THE MULTI-DIMENSIONS OF A SUPPORT SYSTEM
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DOI：
10.2190/cs.9.3.e
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发表时间：
2007-11-01
影响因子：
1.5
通讯作者：
Crisp, Gloria
中科院分区：
文献类型：
--
作者：
Nora, Amaury;Crisp, Gloria
许多学生在入读高等教育机构期间没有获得足够的学术和社会支持，而这可能会对他们在大学取得成功的能力产生积极影响（Astin，1984；Hurtado & Carter，1997；Nora，1987；Pascarella & Terenzini，1991）。这些支持系统可以被视为为学生提供全面的指导体验。由于辅导可能带来许多好处，因此对本科生进行有效辅导的研究至关重要。不幸的是，由于定义、方法论和理论缺陷，现有指导研究的实用性受到限制（Jacobi，1991）。本研究的目的是通过拟议的概念框架确定与指导相关的多个维度。文献中确定了四个主要领域：1）心理或情感支持，2）目标设定和职业道路，3）学科知识支持，4）榜样的存在。对 1997 学年美国中南部地区一所两年制院校的 200 名学生样本进行了二手数据分析。三个统计上可靠的潜在变量（教育/职业目标设定和评估、情感和心理支持、旨在提高学生与其所选领域相关的知识的学科知识支持）被确定为构成调查参与者的指导经历。研究结果表明，旨在提供旨在帮助学生适应大学生活并充分参与课堂和课外活动的经验的指导计划应侧重于为已确定的潜在变量提供支持。
Many students do not receive the adequate academic and social support during their enrollment in a higher education institution that could positively impact their abilities to succeed in college (Astin, 1984; Hurtado & Carter, 1997; Nora, 1987; Pascarella & Terenzini, 1991). These support systems can be viewed as providing a holistic mentoring experience to students. Because of the many possible benefits to be derived from mentoring, the study of effective mentoring of undergraduates is paramount. Unfortunately, the utility of existing mentoring studies is limited due to definitional, methodological, and theoretical flaws (Jacobi, 1991). The purpose of the present study was to identify the multi-dimensions associated with mentoring through a proposed conceptual framework. Four major domains were identified in the literature: 1) psychological or emotional support, 2) goal setting and career paths, 3) academic subject knowledge support, and 4) the existence of a role model. Secondary data were analyzed from a sample of 200 students at a two-year institution in the south-central area of the United States in the 1997 academic year. Three statistically reliable latent variables (educational/career goal-setting and appraisal, emotional and psychological support, academic subject knowledge support aimed at advancing a student's knowledge relevant to their chosen field) were identified as comprising the mentoring experiences of the survey participants. Findings suggest that mentoring programs aimed at providing experiences designed to assist students in adjusting to college life and becoming fully engaged in classroom and out-of-class activities should focus on providing support for the latent variables identified.