Mentoring program to reduce believing rumors among university students

The effectiveness of a peer-mentoring program was examined at a university in California. Previous studies suggest university peer mentoring might increase students' feelings of engagement, which can contribute to their retention. Pretest and posttest data were collected from 304 freshmen (mentored and nonmentored) during the fall of 2012 in a quasi-experimental design. Results indicated mentored students felt significantly more integrated and connected to their university at the end of their first semester compared with nonmentored students. Mentees also provided qualitative responses about what they found beneficial and what they felt could be improved in the program. Results suggested peer mentoring helped the students feel more integrated and supported at college, which might reinforce their persistence toward graduating.

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Outcomes of a peer mentoring program for university students with disabilities

Mentoring & Tutoring Partnership in Learning ◽

10.1080/13611267.2019.1675850 ◽

2019 ◽

Vol 27 (5) ◽

pp. 487-508 ◽

Cited By ~ 3

Author(s):

Ashleigh Hillier ◽

Jody Goldstein ◽

Lauren Tornatore ◽

Emily Byrne ◽

Hannah M. Johnson

Keyword(s):

University Students ◽

Students With Disabilities ◽

Peer Mentoring ◽

Mentoring Program

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The Effects of a Peer Mentoring Program on Academic Success Among First Year University Students

Canadian Journal of Higher Education ◽

10.47678/cjhe.v33i3.183438 ◽

2003 ◽

Vol 33 (3) ◽

pp. 1-17 ◽

Cited By ~ 5

Author(s):

Susan Rodger ◽

Paul F. Tremblay

Keyword(s):

Academic Success ◽

University Students ◽

Academic Motivation ◽

Peer Mentoring ◽

Control Group ◽

First Year ◽

Mentoring Program ◽

First Year Students ◽

Final Grades ◽

First Year University

The present study examines the effect of participation of first-year university students in a full-year peer mentoring program as well as individual differences in motivation in relation to outcome measures of retention and achievement. A sample of 983 first year students completed the Academic Motivation Inventory (Tremblay, 1998) and agreed to provide final grades; 537 students were randomly assigned to participate in the program, while the remainder served as a control group. Mentored students who continued to participate mid-way through the second semester had significantly higher final grades than did students in the control group. There was no effect on retention from year one to year two, however data are being collected on retention and grades for all groups for the length of their undergraduate careers. Students high in anxiety in the mentored group showed achievement comparable to that of low anxiety program participants, whereas students in the control group with high anxiety scored significantly worse on achievement than did their low anxiety counterparts.

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