How Mentors Think About the Attainability of Mentoring Goals: The Impact of Mentoring Type and Mentoring Context on the Anticipated Regulatory Network and Regulatory Resources of Potential Mentors for School Mentoring Programs

URN zum Zitieren dieses Dokuments:

urn:nbn:de:bvb:355-epub-515319 Copy

DOI zum Zitieren dieses Dokuments:

10.5283/epub.51531 Copy

Mader, Matthias ; Stoeger, Heidrun ; Veas, Alejandro ; Ziegler, Albert

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Lizenz: Creative Commons Namensnennung 4.0 International PDF - Veröffentlichte Version (343kB)

Veröffentlichungsdatum dieses Volltextes: 27 Jan 2022 14:31

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Details

Dokumentenart:	Artikel
Open Access Art:	Gold (mit APC - bezahlt UR)
Titel eines Journals oder einer Zeitschrift:	Frontiers in Psychology
Verlag:	Frontiers
Ort der Veröffentlichung:	LAUSANNE
Band:	2021
Nummer des Zeitschriftenheftes oder des Kapitels:	12
Seitenbereich:	S. 1-10
Datum:	3 November 2021
Institutionen:	Humanwissenschaften > Institut für Bildungswissenschaft > Lehrstuhl für Schulpädagogik (Prof. Dr. Heidrun Stöger)
Projekte:	Hamdan Bin Rashid Al Maktoum Foundation
Identifikationsnummer:	Wert Typ 10.3389/fpsyg.2021.737014 DOI
Stichwörter / Keywords:	SELF-EFFICACY; OUTCOMES; YOUTH; CHILDREN; QUALITY; EXPECT; SKILLS; TIME; mentors; mentoring; e-mentoring; mentor expectation; mentor training; mentoring goal; COVID-19; school mentoring
Dewey-Dezimal-Klassifikation:	300 Sozialwissenschaften > 370 Erziehung, Schul- und Bildungswesen
Status:	Veröffentlicht
Begutachtet:	Ja, diese Version wurde begutachtet
An der Universität Regensburg entstanden:	Ja
Dokumenten-ID:	51531

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Zusammenfassung

Research shows that trained mentors achieve better results than untrained ones. Their training should particularly address their expectations for their future mentoring. Our study involved 190 preservice teachers, potential mentors of ongoing school mentoring for primary and secondary school students of all grades. They were randomly assigned to one of four conditions in a 2-x-2 between-subjects ...

Zusammenfassung

Research shows that trained mentors achieve better results than untrained ones. Their training should particularly address their expectations for their future mentoring. Our study involved 190 preservice teachers, potential mentors of ongoing school mentoring for primary and secondary school students of all grades. They were randomly assigned to one of four conditions in a 2-x-2 between-subjects design of mentoring type (traditional mentoring versus e-mentoring) and mentoring context (non-pandemic versus COVID-19 pandemic). Participants assessed mentoring conducted under these four conditions in terms of its appropriateness for achieving four mentoring program targets: learning, key skills, social targets, and problem coping. Participants were also asked to assess the resources available to achieve each program target. Overall, the potential mentors considered the various conditions to be suitable for achieving the four program targets. They were particularly favorable in their assessment of the possibility for the realization of learning targets. Likewise, they assumed that sufficient resources were available to achieve the targets. However, a repeated-measures MANOVA showed that the potential mentors considered more ambitious targets to be possible in traditional mentoring than in e-mentoring and normal (i.e., pre-pandemic) contextual conditions than during the COVID-19 pandemic. In contrast, they estimated the resources available to achieve the targets to be about the same in the four conditions. This indicates a decoupling of mentoring targets from the consideration of the resources needed to achieve them. This assumption was confirmed in correlation analyses and has implications for mentor training.

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