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 to cite this document:

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

DOI to cite this document:

10.5283/epub.51531 Copy

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

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License: Creative Commons Attribution 4.0 PDF - Published Version (343kB)

Date of publication of this fulltext: 27 Jan 2022 14:31

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Details

Item type:	Article
Open Access Type:	Gold (with APC)
Journal or Publication Title:	Frontiers in Psychology
Publisher:	Frontiers
Place of Publication:	LAUSANNE
Volume:	2021
Number of Issue or Book Chapter:	12
Page Range:	pp. 1-10
Date:	3 November 2021
Institutions:	Human Sciences > Institut für Bildungswissenschaft > Lehrstuhl für Schulpädagogik (Prof. Dr. Heidrun Stöger)
Identification Number:	Value Type 10.3389/fpsyg.2021.737014 DOI
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 Decimal Classification:	300 Social sciences > 370 Education
Status:	Published
Refereed:	Yes, this version has been refereed
Created at the University of Regensburg:	Yes
Item ID:	51531

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Abstract

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 ...

Abstract

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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Metadata last modified: 17 Apr 2024 09:19

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