The Impact of Peer Mentoring on Mentee Academic Performance: Is Any Mentoring Style Better than No Mentoring at All?.
The Impact of Peer Mentoring on Mentee Academic Performance: Is Any Mentoring Style Better than No Mentoring at All?.
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同伴指导对受训者学业表现的影响：任何指导方式都比没有指导更好吗？
DOI：
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发表时间：
2014
期刊：
影响因子：
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通讯作者：
A. Schabmann
中科院分区：
文献类型：
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作者：
Birgit Leidenfrost;Barbara Strassnig;M. Schütz;Philipps;C. Carbon;A. Schabmann
大学经常提供支持计划，以帮助一年级学生从学校过渡到大学。本研究的目的是探讨不同的指导风格对学员学习后1年和2年的学习成绩的影响。参与者包括417名心理学学生，他们于2007/2008年冬季学期在维也纳大学开始学习。328名学生自愿参加了同伴指导计划，级联混合辅导，在其中他们得到了48个同伴导师（先进的学生）在小组的支持。89名学生没有参加辅导计划。根据Leidenfrost、Strassnig、Schabmann、Carbon和Spiel（2011年）描述的三种指导风格之一对指导小组进行分类：（B）激励型大师指导，（B）信息型标准指导，（c）消极极简主义指导。我们的数据表明，在平均成绩和通过的课程数量方面，参加辅导计划的学生比没有参加的学生在学习中表现得更好。然而，不同的辅导方式对学员的学习成绩没有具体影响。
Universities frequently offer support programs to assist first-year students with the transition from school to the university. The purpose of this study was to examine the effects of different mentoring styles on mentee academic performance after 1 year and 2 years of study. Participants consisted of 417 psychology students who started their course of study in the 2007/2008 winter term at the University of Vienna. Three hundred twenty-eight students participated voluntarily in the peer mentoring program, Cascaded Blended Mentoring, in which they were supported by 48 peer mentors (advanced students) in small groups. Eighty-nine students did not participate in the mentoring program. The mentoring groups were classified according to one of three mentoring styles described by Leidenfrost, Strassnig, Schabmann, Carbon, and Spiel (2011): (b) motivating master mentoring, (b) informatory standard mentoring, and (c) negative minimalist mentoring. Our data suggest that participants in the mentoring program performed better in their studies than students who did not participate in terms of average grade and number of courses passed. There was, however, no specific impact of the different mentoring styles on mentee academic performance.