Pub Date : 2023-11-12DOI: 10.1080/13611267.2023.2279891
Joy Myers, Bryan S. Zugelder, Oris Griffin
ABSTRACTThis article addresses a familiar topic, teaching shortages across the United States. To situate our study, we explore the impact that Grow Your Own (GYO) programs are making across K-12 schools and within communities in the Middle Atlantic region of the United States. Then, we share the perceptions of teacher candidates who participated in a GYO effort at our public university. Findings suggest that academic, social, and professional opportunities, as well as community engagement, such as field trips to educational settings in the area, were key to candidates’ wanting to remain in the program. Implications specific to diversifying the teacher pipeline are also discussed.KEYWORDS: Undergraduate teacher educationgrow your own programsmentoringteacher shortageretention Disclosure statementNo potential conflict of interest was reported by the authors.
{"title":"Examining the perceptions of teacher candidates’ participating in a state-funded “Grow your own” initiative and exploring strategies that will retain them","authors":"Joy Myers, Bryan S. Zugelder, Oris Griffin","doi":"10.1080/13611267.2023.2279891","DOIUrl":"https://doi.org/10.1080/13611267.2023.2279891","url":null,"abstract":"ABSTRACTThis article addresses a familiar topic, teaching shortages across the United States. To situate our study, we explore the impact that Grow Your Own (GYO) programs are making across K-12 schools and within communities in the Middle Atlantic region of the United States. Then, we share the perceptions of teacher candidates who participated in a GYO effort at our public university. Findings suggest that academic, social, and professional opportunities, as well as community engagement, such as field trips to educational settings in the area, were key to candidates’ wanting to remain in the program. Implications specific to diversifying the teacher pipeline are also discussed.KEYWORDS: Undergraduate teacher educationgrow your own programsmentoringteacher shortageretention Disclosure statementNo potential conflict of interest was reported by the authors.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-11-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135037638","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
While faculty to freshmen mentoring (FFM) has been shown to benefit freshmen, not all of them wish to engage in such a program when entering higher education. This questionnaire survey (N = 551) built on the theory of planned behavior to investigate the determinants of freshmen’s intention to engage in a large-scale FFM program called POLLEM. Results showed that general factors were at work, as well as factors specific to mentoring and to FFM in particular. They revealed that freshmen’s experiential attitude, descriptive norm, injunctive norm and perceived ability matter and highlighted key underlying beliefs (e.g. mentoring boosts self-esteem, shyness impedes engagement) as playing a major role. This study therefore confirmed the relevance of the TPB for understanding/studying the decision to engage in mentoring and for designing interventions likely to boost it.
{"title":"Freshmen’s intention to engage in faculty mentoring: applying the theory of planned behavior","authors":"Johanne Huart, Laurent Leduc, Nathanaël Laurent, Natacha Martynow, Déborah Malengrez, Fabienne Compère, Célia Charbaut, Dominique Verpoorten","doi":"10.1080/13611267.2023.2265860","DOIUrl":"https://doi.org/10.1080/13611267.2023.2265860","url":null,"abstract":"While faculty to freshmen mentoring (FFM) has been shown to benefit freshmen, not all of them wish to engage in such a program when entering higher education. This questionnaire survey (N = 551) built on the theory of planned behavior to investigate the determinants of freshmen’s intention to engage in a large-scale FFM program called POLLEM. Results showed that general factors were at work, as well as factors specific to mentoring and to FFM in particular. They revealed that freshmen’s experiential attitude, descriptive norm, injunctive norm and perceived ability matter and highlighted key underlying beliefs (e.g. mentoring boosts self-esteem, shyness impedes engagement) as playing a major role. This study therefore confirmed the relevance of the TPB for understanding/studying the decision to engage in mentoring and for designing interventions likely to boost it.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136185605","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-04DOI: 10.1080/13611267.2023.2265644
Nathan R. Templeton, Nahed Abdelrahman, Jordon Donop, Supritha Kannan
{"title":"Editorial overview: mentoring throughout the process of professional practice","authors":"Nathan R. Templeton, Nahed Abdelrahman, Jordon Donop, Supritha Kannan","doi":"10.1080/13611267.2023.2265644","DOIUrl":"https://doi.org/10.1080/13611267.2023.2265644","url":null,"abstract":"","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135646275","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-28DOI: 10.1080/13611267.2023.2263394
Madison W. Silverstein, Yara Mekawi, Josephine Au, Ana Martinez de Andino, Cassidy Brydon, Melissa Miller, Kennedy Chatman
ABSTRACTPersistent racial inequities in the field of psychology have resulted in exclusion and marginalization of racially/ethnically minoritized (REM) students. This manuscript discusses the effectiveness of an endeavor to increase admission, recruitment, and retention of REM students, the Scholars Committed to Opportunities in Psychological Education (SCOPE) Program. Study 1 examined the effectiveness of the second implementation of the virtual SCOPE program. Pre-post scores comparisons indicated decreases in perceived stress (d = .82), and increases in self-efficacy (d = .37), GRE knowledge (d = .81), application knowledge (d = .71), perceived application preparation (d = .85), and qualification (d = .53). Study 2 examined outcomes of previous SCOPE programs. Results indicated that the majority of participants were enrolled in a psychology graduate program. Results suggest that while SCOPE can benefit from curriculum modifications, there is initial evidence that SCOPE can make a significant impact in increasing equity in the field of psychology.KEYWORDS: Equitygraduate programsracially/ethnically minoritized students Disclosure statementNo potential conflict of interest was reported by the authors.Additional informationFundingThe work was supported by the American Psychological Association.
{"title":"Immediate and long-term outcomes of the Scholars Committed to Opportunities in Psychological Education (SCOPE) Program","authors":"Madison W. Silverstein, Yara Mekawi, Josephine Au, Ana Martinez de Andino, Cassidy Brydon, Melissa Miller, Kennedy Chatman","doi":"10.1080/13611267.2023.2263394","DOIUrl":"https://doi.org/10.1080/13611267.2023.2263394","url":null,"abstract":"ABSTRACTPersistent racial inequities in the field of psychology have resulted in exclusion and marginalization of racially/ethnically minoritized (REM) students. This manuscript discusses the effectiveness of an endeavor to increase admission, recruitment, and retention of REM students, the Scholars Committed to Opportunities in Psychological Education (SCOPE) Program. Study 1 examined the effectiveness of the second implementation of the virtual SCOPE program. Pre-post scores comparisons indicated decreases in perceived stress (d = .82), and increases in self-efficacy (d = .37), GRE knowledge (d = .81), application knowledge (d = .71), perceived application preparation (d = .85), and qualification (d = .53). Study 2 examined outcomes of previous SCOPE programs. Results indicated that the majority of participants were enrolled in a psychology graduate program. Results suggest that while SCOPE can benefit from curriculum modifications, there is initial evidence that SCOPE can make a significant impact in increasing equity in the field of psychology.KEYWORDS: Equitygraduate programsracially/ethnically minoritized students Disclosure statementNo potential conflict of interest was reported by the authors.Additional informationFundingThe work was supported by the American Psychological Association.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135425625","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-09-27DOI: 10.1080/13611267.2023.2263392
María J. Hernández-Amorós, María A. Martínez Ruiz, LLuisa Aitana Sauleda
ABSTRACTDo tutors in higher education have a clear vision of their role? Using qualitative methodology, this case study interprets and analyses the metaphorical narratives constructed by a group of 50 tutors referring to their own role. The results show a predominance of the most classical perspectives from which the tutoring role can be considered, in which the participants perceive themselves as the means whereby they can guide, inform and give emotional support to the students from an individual and transactional position. However, these perspectives are far removed from the idea that this function is carried out from a paradigm that is social and/or shared with other agents, based on a horizontal relationship and for the purpose of encouraging individual autonomy and a capacity for self-regulation. The unquestioning acceptance of a complex role invites us to reflect on the tutors’ professional learning, which leads us to new questions.KEYWORDS: Tutorstutorial programmestutor traininghigher educationmetaphors Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis research was supported by the Project Networks-I3CE of the Deputy Vice-Chancellor's Office for Quality and Educational Innovation of the University of Alicante, under Grant 4538 - An opportunity for the design and development of a tap with a humanistic character. Hernandez-Amoros belongs to the Qualitative Research Group on Education, Teaching and Learning (GICEDA) of the University of Alicante.
{"title":"Tutors visualized through metaphorical narratives: a role unquestioned?","authors":"María J. Hernández-Amorós, María A. Martínez Ruiz, LLuisa Aitana Sauleda","doi":"10.1080/13611267.2023.2263392","DOIUrl":"https://doi.org/10.1080/13611267.2023.2263392","url":null,"abstract":"ABSTRACTDo tutors in higher education have a clear vision of their role? Using qualitative methodology, this case study interprets and analyses the metaphorical narratives constructed by a group of 50 tutors referring to their own role. The results show a predominance of the most classical perspectives from which the tutoring role can be considered, in which the participants perceive themselves as the means whereby they can guide, inform and give emotional support to the students from an individual and transactional position. However, these perspectives are far removed from the idea that this function is carried out from a paradigm that is social and/or shared with other agents, based on a horizontal relationship and for the purpose of encouraging individual autonomy and a capacity for self-regulation. The unquestioning acceptance of a complex role invites us to reflect on the tutors’ professional learning, which leads us to new questions.KEYWORDS: Tutorstutorial programmestutor traininghigher educationmetaphors Disclosure statementNo potential conflict of interest was reported by the author(s).Additional informationFundingThis research was supported by the Project Networks-I3CE of the Deputy Vice-Chancellor's Office for Quality and Educational Innovation of the University of Alicante, under Grant 4538 - An opportunity for the design and development of a tap with a humanistic character. Hernandez-Amoros belongs to the Qualitative Research Group on Education, Teaching and Learning (GICEDA) of the University of Alicante.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-09-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135535935","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-21DOI: 10.1080/13611267.2023.2231276
N. Templeton, Jordan Donop, S. Jeong, Supritha Kannan
in an online degree program. The aim of the study was to understand the characteristics of doctoral student mentors situated in a private, for profit distance education university who facilitate timely graduation rates. Findings from the study have significant implications for mentoring models serving as systems of support for the growing population pursuing terminal degrees at for-profit universities.
{"title":"Editorial overview: mentoring through shared spaces","authors":"N. Templeton, Jordan Donop, S. Jeong, Supritha Kannan","doi":"10.1080/13611267.2023.2231276","DOIUrl":"https://doi.org/10.1080/13611267.2023.2231276","url":null,"abstract":"in an online degree program. The aim of the study was to understand the characteristics of doctoral student mentors situated in a private, for profit distance education university who facilitate timely graduation rates. Findings from the study have significant implications for mentoring models serving as systems of support for the growing population pursuing terminal degrees at for-profit universities.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79031017","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-07-13DOI: 10.1080/13611267.2023.2224256
Lena Manderstedt, Sara Viklund, Annbritt Palo, Hanna Lillsebbas
ABSTRACT This study highlights and discusses power aspects within discourses discerned in articulations on triadic mentoring in degree projects in teacher education in Sweden. Each mentoring triad consisted of a pre-service teacher, a professional teacher acting as co-mentor, and a university mentor. As teacher education is to be based on a scientific foundation and proven experience, a symmetrical and complementary approach was to be implemented. Data from interviews, logbooks, and observations of mentoring were analysed discursively using CDA. Two main discourses were distinguished: The hegemony of science, and A gateway to the profession and science: The potential third space. The study shows that the academic paradigm tends to overshadow the symmetrical and complementary approach, but that the third space, the metaphorical meeting outside of the participants’ comfort zone, potentially balances up the mentoring triads through the pre-service teachers’ ownership of the process.
{"title":"Meeting eye to eye: the power relations in triadic mentoring of the degree project in teacher education","authors":"Lena Manderstedt, Sara Viklund, Annbritt Palo, Hanna Lillsebbas","doi":"10.1080/13611267.2023.2224256","DOIUrl":"https://doi.org/10.1080/13611267.2023.2224256","url":null,"abstract":"ABSTRACT This study highlights and discusses power aspects within discourses discerned in articulations on triadic mentoring in degree projects in teacher education in Sweden. Each mentoring triad consisted of a pre-service teacher, a professional teacher acting as co-mentor, and a university mentor. As teacher education is to be based on a scientific foundation and proven experience, a symmetrical and complementary approach was to be implemented. Data from interviews, logbooks, and observations of mentoring were analysed discursively using CDA. Two main discourses were distinguished: The hegemony of science, and A gateway to the profession and science: The potential third space. The study shows that the academic paradigm tends to overshadow the symmetrical and complementary approach, but that the third space, the metaphorical meeting outside of the participants’ comfort zone, potentially balances up the mentoring triads through the pre-service teachers’ ownership of the process.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-07-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87356048","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-28DOI: 10.1080/13611267.2023.2225392
Sonja van Putten, Jessica van Putten, L. de Jager
ABSTRACT This study investigated the role of the mentor lecturer in the development of the Professional Teacher Identity (PTI) of 838 fourth-year pre-service teachers while doing Work Integrated Learning at a South African University. The students reflected in group workshops on the role of the mentoring they received in their PTI development. In this qualitative, descriptive case study, a document analysis was conducted on transcriptions of the posters that the groups created. The results showed that the mentor lecturers ranked sixth out of nine as influencers of the students’ PTI development. The students felt misunderstood and unsupported. There are three possible interpretations of this finding: the role of the mentor lecturer is an unnecessary and unwanted feature of the teacher training programme, the mentor lecturer is not meeting the needs of the student, or the millennial generation into which this sample fits is not open to critical self-reflection and critique.
{"title":"Student teachers’ perceptions of mentoring as an influencer of their professional teacher identity development","authors":"Sonja van Putten, Jessica van Putten, L. de Jager","doi":"10.1080/13611267.2023.2225392","DOIUrl":"https://doi.org/10.1080/13611267.2023.2225392","url":null,"abstract":"ABSTRACT This study investigated the role of the mentor lecturer in the development of the Professional Teacher Identity (PTI) of 838 fourth-year pre-service teachers while doing Work Integrated Learning at a South African University. The students reflected in group workshops on the role of the mentoring they received in their PTI development. In this qualitative, descriptive case study, a document analysis was conducted on transcriptions of the posters that the groups created. The results showed that the mentor lecturers ranked sixth out of nine as influencers of the students’ PTI development. The students felt misunderstood and unsupported. There are three possible interpretations of this finding: the role of the mentor lecturer is an unnecessary and unwanted feature of the teacher training programme, the mentor lecturer is not meeting the needs of the student, or the millennial generation into which this sample fits is not open to critical self-reflection and critique.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87840442","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-27DOI: 10.1080/13611267.2023.2225393
G. Burkholder, Morris Bidjerano
Abstract Many doctoral students in online distance education programs are nontraditional students who require mentoring needs that may be different from traditional students. Additionally, time to completion is becoming more important as student debt is a growing public concern. The purpose of the study was to allow faculty (N = 22) in a for-profit, distance education university who have demonstrated ability to work at scale and have an excellent record of graduating doctoral students to give voice to the characteristics they felt were important to the mentoring relationship. 5 themes emerged: (a) regular and proactive communication; (b) building a trusting and empathic relationship with students; (c) timely, substantive, and specific feedback; (d) accountability; and (e) expertise in research, scholarly writing, and knowledge of internal and external resources. Several characteristics of excellent mentors are provided that can be used as a tool for faculty development and training.
{"title":"Getting them done: a qualitative study of characteristics of mentors successful in graduating online students in a distance education context","authors":"G. Burkholder, Morris Bidjerano","doi":"10.1080/13611267.2023.2225393","DOIUrl":"https://doi.org/10.1080/13611267.2023.2225393","url":null,"abstract":"Abstract Many doctoral students in online distance education programs are nontraditional students who require mentoring needs that may be different from traditional students. Additionally, time to completion is becoming more important as student debt is a growing public concern. The purpose of the study was to allow faculty (N = 22) in a for-profit, distance education university who have demonstrated ability to work at scale and have an excellent record of graduating doctoral students to give voice to the characteristics they felt were important to the mentoring relationship. 5 themes emerged: (a) regular and proactive communication; (b) building a trusting and empathic relationship with students; (c) timely, substantive, and specific feedback; (d) accountability; and (e) expertise in research, scholarly writing, and knowledge of internal and external resources. Several characteristics of excellent mentors are provided that can be used as a tool for faculty development and training.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-06-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90280617","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-21DOI: 10.1080/13611267.2023.2225395
W. Du, Paul R. Hernandez, A. Adams, Sandra Clinton, R. Barnes, M. Burt, Ilana B. Pollack, Emily V. Fischer
ABSTRACT Efforts to diversify STEM fields have not completely eliminated higher rates of women leaving certain science, technology, engineering, and mathematics (STEM) disciplines, such as geosciences. A diverse mentorship network is linked to persistence in STEM among college students, but little is known about how it leads to persistence. In particular, does a student’s sense of belonging mediate the relationship between the diversity of one’s mentor network and persistence in a field? This longitudinal study investigated whether students’ university sense of belonging mediates the relationship between the diversity of mentor networks and interest in geoscience. 253 college women in STEM majors from nine U.S. universities reported on the diversity of their mentor networks, university belongingness, and interest in geoscience from Spring 2018 to Spring 2019. Consistent with our hypotheses, mediation analysis revealed a statistically and practically significant indirect effect of the diversity of mentor networks on interest development through university belonging.
{"title":"Promoting sense of belonging and interest in the geosciences among undergraduate women through mentoring","authors":"W. Du, Paul R. Hernandez, A. Adams, Sandra Clinton, R. Barnes, M. Burt, Ilana B. Pollack, Emily V. Fischer","doi":"10.1080/13611267.2023.2225395","DOIUrl":"https://doi.org/10.1080/13611267.2023.2225395","url":null,"abstract":"ABSTRACT Efforts to diversify STEM fields have not completely eliminated higher rates of women leaving certain science, technology, engineering, and mathematics (STEM) disciplines, such as geosciences. A diverse mentorship network is linked to persistence in STEM among college students, but little is known about how it leads to persistence. In particular, does a student’s sense of belonging mediate the relationship between the diversity of one’s mentor network and persistence in a field? This longitudinal study investigated whether students’ university sense of belonging mediates the relationship between the diversity of mentor networks and interest in geoscience. 253 college women in STEM majors from nine U.S. universities reported on the diversity of their mentor networks, university belongingness, and interest in geoscience from Spring 2018 to Spring 2019. Consistent with our hypotheses, mediation analysis revealed a statistically and practically significant indirect effect of the diversity of mentor networks on interest development through university belonging.","PeriodicalId":46613,"journal":{"name":"MENTORING & TUTORING","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-06-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83044157","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：