The Effect of Mentoring on Undergraduate Mentors: A Systematic Review of the Literature
The Effect of Mentoring on Undergraduate Mentors: A Systematic Review of the Literature
复制标题
导师对本科生导师的影响：文献的系统回顾
DOI：
--
复制
发表时间：
2022
影响因子：
2.3
通讯作者：
Christine E. Cutucache
中科院分区：
文献类型：
--
作者：
Andrew S. Leavitt;Kari L. Nelson;Christine E. Cutucache
已经进行了多项荟萃分析和系统审查，以评估指导对学员影响的研究方法的严谨性。然而，很少有可靠的信息存在的影响，辅导的导师。因此，我们对科学，技术，工程和数学（STEM）领域内的这种影响（如果有的话）进行了系统的文献综述，旨在更好地了解已进行的研究的质量。我们专注于本科生或大专生作为近同龄人和/或青年的导师。该审查旨在确定指导计划和研究组件的共性和差异，并通过提供跨研究使用的指标的更一致的描述，进一步促进方法论的严谨性。我们分析了2013年至2020年的文章，以确定本科生导师计划和研究的特点，应用研究的方法论严谨性，并将其与以前的研究进行比较。通过Cronbach的UTOS框架共识别出80篇合格文章并进行了评价。我们的主要发现是，几乎所有的研究都采用了非实验设计，大多数研究都只采用定性测量，并且都缺乏对程序组件和/或实验设计（包括理论框架）的完整描述。总体而言，我们确定了以下最佳实践的建议，为未来的研究指导导师的影响，具体而言：就业的纵向和探索性的混合方法设计，利用顺序收集，和实验描述嵌套在一个理论框架。
Multiple meta-analyses and systematic reviews have been conducted to evaluate methodological rigor in research on the effect that mentoring has on the mentee. However, little reliable information exists regarding the effect of mentoring on the mentor. As such, we conducted a systematic review of the literature focused on such an effect (if any) within the fields of science, technology, engineering, and mathematics (STEM), aiming to better understand the quality of the research that has been conducted. We focused on undergraduate or post-secondary students as mentors for near-peers and/or youth. This review functions to identify commonalities and disparities of the mentoring program and research components and further promote methodological rigor on the subject by providing a more consistent description of the metrics utilized across studies. We analyzed articles from 2013 to 2020 to determine the features of undergraduate mentor programs and research, the methodological rigor of research applied, and compared them to prior research of this nature. In total, 80 eligible articles were identified through Cronbach’s UTOS framework and evaluated. Our key findings were that nearly all studies employed non-experimental designs, most with solely qualitative measurements and all lacked a full description of program components and/or experimental design, including theoretical framework. Overall, we identified the following best practice suggestions for future research on the effect of mentoring on mentors, specifically: the employment of longitudinal and exploratory mixed methods designs, utilizing sequential collection, and experimental descriptions nested within a theoretical framework.