Comparison of traditional, step-ahead, and peer mentoring on proteges' support, satisfaction, and perceptions of career success: A social exchange perspective
Comparison of traditional, step-ahead, and peer mentoring on proteges' support, satisfaction, and perceptions of career success: A social exchange perspective
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DOI：
10.1023/a:1007870600459
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发表时间：
2001-03-01
影响因子：
4.8
通讯作者：
Murphy, SE
中科院分区：
文献类型：
--
作者：
Ensher, EA;Thomas, C;Murphy, SE
本研究以社会交换理论为概念架构，探讨不同类型的导师与导师支持对学生对导师、工作与职业成功感满意度的影响。参与者是142个不同种族的学生在非正式的指导关系。结果发现，角色示范，互惠和职业支持预测学生的满意度与他们的导师。职业支持对学生的工作满意度和职业成功感有显著的预测作用。门徒更满意，有更高的工作满意度，并报告说，传统的导师提供了显着更多的职业和角色建模的支持比同行或提前一步导师。
This study applied social exchange theory as a conceptual framework to examine the effectiveness of various types of mentors and mentor support on proteges' satisfaction with their mentors, jobs, and perceived career success. Participants were 142 ethnically diverse proteges in informal mentoring relationships. It was found that role modeling, reciprocity, and vocational support predicted proteges' satisfaction with their mentors. Vocational support was a significant predictor of proteges' job satisfaction and perceived career success. Proteges were more satisfied with, had higher job satisfaction, and reported that traditional mentors provided significantly more vocational and role modeling support than peer or step-ahead mentors.