The Active Ingredients in Peer-mentoring: an exploration of the relationship between peer-mentoring, self-affirmation, and self-efficacy

同伴辅导越来越多地被用于教育环境，因为它声称对学习者有好处(Ehrich等人。Hattie，2004；Hattie 2008)，尤其是在大学，它是更广泛的主动学习论述的一部分(Kane 2004；HEA 2008)，作为培养毕业生特质的机制。然而，对于将同伴辅导与积极益处联系起来的潜在过程，我们知之甚少：缺乏明确的证据和理论。拟议的项目将使用心理学中已有的理论来探索同伴指导和教育结果之间的这种联系，但在现实世界的教育环境中应用得较少。该项目将调查同伴辅导作为一种自我肯定的社交互动，对接受者和导师有好处，从而提高自我效能感和自信心，从而产生更好的教育结果。毕业生的属性都涉及愿意采取行动而不是知道，并受到学生对自己成功的信心程度的限制。这种自信通过提高自我效能感而增强。自我效能感是对一个人有能力执行某一特定行为的信念，是参与成功行为的一个重要决定因素(班杜拉1977；1986；1997)。自我效能感高的人更有可能被激发并实现他们的目标。自我肯定理论提出，人们需要全球的自我完整性，这可以通过对积极行为方法的反思来实现(Steele，1988)。研究有力地表明，自我效能可以通过自我肯定来提高(Epton&Harris 2008；赵&晓莉2010；Sherman&Cohen 2014)。例如，已经证明，肯定经历可以成功地促进学术成就(Cohen等人。和积极的健康行为(班杜拉，2004年；赵晓丽，2010年；哈里斯等人，2014年)。研究问题可以分为两个大的阶段。在第一阶段，目的是调查同伴辅导是否会提高教育结果，因为它会诱导自我肯定和增强自我效能1。教育结果和同伴辅导之间的关系在多大程度上和如何涉及自我肯定和自我效能？在第二阶段，目标是将这些与相关个人的经历联系起来。自我效能感、学习和教育结果的各种变化可能会在个体能够感知和识别它们之前发生。2.在同伴辅导的过程中，学术知识和毕业生特质的发展是什么时候以及如何经历的？3.这段经历的时间进程与自我和社会肯定的发生以及自我效能感的变化有什么关系？在每个问题中，我还会问这些影响是如何受到学生背景因素的影响的，比如：基线平均成绩；社会经济地位；以及毕业生一代。

Peer-mentoring is increasingly used in education settings because of its claimed benefits for learners (Ehrich et al. 2004; Hattie 2008), and especially in universities, where it is part of a wider discourse of active learning (Kane 2004; HEA 2008), as a mechanism for developing graduate attributes. Little is known, however, about the underlying processes that link peer-mentoring to positive benefits: there is an absence of clear evidence and theory. The proposed project will explore this link between peer-mentoring and educational outcomes using theory that is well-established in psychology but less well used in real world educational settings. The project will investigate peer-mentoring as a self-affirming social interaction with benefits for the recipients and mentors leading to enhanced self-efficacy and confidence and so to stronger educational outcomes.Graduate attributes all involve a willingness to act rather than know and are limited by the extent to which a student has confidence they can succeed. That confidence is enhanced by increasing self-efficacy. Self-efficacy is the belief in one's ability to carry out a given behaviour and is an important determinant of engagement in successful behaviours (Bandura 1977; 1986; 1997). People with high self-efficacy are more likely to be motivated and achieve their goals. Self-affirmation theory proposes that people have a need for global self-integrity which can be achieved by reflection on positive behavioural approaches (Steele 1988). Research suggests strongly that self-efficacy can be increased by self-affirmation (Epton & Harris 2008; Zhao & Xiaoli 2010; Sherman & Cohen 2014). For example, it has been shown that affirming experiences can successfully promote academic achievement (Cohen et al. 2006) and positive health behaviours (Bandura 2004; Zhao & Xiaoli 2010; Harris et al 2014). The research questions can be broken down into two broad phases. In the first phase, the aim is to investigate whether peer-mentoring enhances educational outcomes because it induces self-affirmation and enhanced self-efficacy.1. To what extent and how does the relationship between educational outcomes and peer-mentoring involve self-affirmation and self-efficacy? In the second phase, the aim is to relate these to the experience of the individuals involved. The various changes in self-efficacy, learning and educational outcomes may occur before the individual can perceive and recognise them. 2. When and how is the development of academic knowledge and graduate attributes experienced in the process of peer-mentoring?3. How does that experienced time course relate to the occurrence of self- and social-affirmation and to changes in self-efficacy?In each question, I will also be asking how these effects are influenced by student background factors such as: baseline grade point average; socioeconomic status; and graduate generation.