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The purpose of this quantitative study was to examine the relationship of participation and involvement in an undergraduate student success program to academic success and persistence among students in three programs sponsored by the Texas Higher Education Coordinating Board (THECB): the G-Force Collegiate Work-Study Mentorship Program, the Advancement Via Individual Determination (AVID) for Higher Education (AHE) program, and the THECB work-study program. The sample was identified using data from the THECB during the 2009-2013 academic years. Compared to THECB work-study students, significantly more AHE and G-Force students persisted toward graduation while engaged in the program (p < .001). ANOVA indicated that AHE students had a higher average GPA compared to G-Force and THECB work-study students, controlled for gender, race/ethnicity, pre-program GPA, and length of time in the position. Regression analyses found no statistically significant relationship between program associations and persistence towards graduation or GPA. Results suggest that although participation in a peer leadership programs such as AHE and G-Force encourage greater academic achievement and persistence, there is no direct relation to the achievement of these outcome variables. Implications of the study suggest the need for a deeper analysis into elements of peer leadership programs that contribute to student success, an expanded analysis of outcomes across a wider range of demographic variables, and an exploration of peer leadership programs across campuses for comparison of persistence and GPA outcomes.

Summaries in Afrikaans and English / Text in Afrikaans / In die verhandeling word mentorskap as 'n begeleidingshandeling ondersoek. Die oorsprong van mentorskap word nagespeur, enkele deur tyd beproefde kenmerke van mentorskap word bespreek en heersende praktyke ter bevordering van mentorskap word met die van vervloe eras vergelyk. 'n Uiteenlopende verskeidenheid opvattinge oor mentorskap word aan die orde gestel: benewens die standpunte van eietydse ontwikkelingpsigoloe, beroepskundiges, onderwys- en opvoedkundiges word die klassieke opvatting van mentorskap (socs wat dit weergegee is in die Odusseia en die Les Adventures de Telemaque, die werke van onderskeidelik Homerus en Fenelon) ook ender die loep geplaas. In die laaste afdeling word 'n aantal gevolgtrekkings en aanbevelings gemaak met betrekking tot die doelstellings, aard, kenmerke en waarde van mentorskap, faktore wat die eindresultate van mentorskap kan beinvloed en die bekwaamhede en persoonseienskappe van mentors. Die aanbevelings sluit riglyne vir die effektiewe hantering van problematiese aangeleenthede rondommentorskap, ender meer die verpragmatisering en formalisering daarvan, in. / In this dissertation mentoring as a form of guidance is researched. The origin of mentoring is investigated, a few characteristics of mentoring which have stood the test of time are discussed and prevailing practices promoting mentoring are compared with those of bygone eras. A diverse variety of approaches to mentoring are presented: in addition to the views of contemporary behavioural psychologists, vocationalists, educationists and teaching specialists, the classic interpretation of mentoring (as presented in the Odyssey and the Les Adventures de Telemaque (the works of Homer and Fenelon respectively) is also considered. In the last section a number of conclusions and recommendations are made regarding the aims, nature, characteristics and value of mentoring, factors affecting the outcome of mentoring and the skills and personal characteristics of mentors. The recommendations include guidelines for the effective handling of problematic issues regarding mentoring, such as the pragmatization and formalization thereof. / Educational Studies / M. Ed. (Educational Studies)

Introdução: Programas de Tutoria (modalidade mentoring) têm sido reconhecidos em seus méritos, conquistando espaço nas instituições que investem na formação integral de seus alunos. Na formação médica, além de aprender a técnica, o jovem tem a necessidade de amadurecer para lidar com o sofrimento do outro, o que justifica a relação de proximidade e cuidado proporcionada pelo Mentoring. Esta relação, embora desejada e promissora, é bastante complexa e influenciada por características pessoais, questões institucionais e pelo próprio enquadre de funcionamento. No Programa Tutores FMUSP, o estar em grupo é outro elemento a se considerar, incluindo a presença de dinâmicas inconscientes, tal como descritas pela teoria psicanalítica de Wilfred Bion. Bion sugere que os grupos podem operar de duas maneiras distintas, as quais afetam seus objetivos - o \"grupo de trabalho\" (funcionamento colaborativo) e \"o grupo de suposto básico\" (funcionamento regredido). Objetivos: Para aprofundar a compreensão das relações de mentoring, este estudo investigou a dinâmica de um grupo de tutoria do Programa de Tutores FMUSP ao longo de um ano. Teve como objetivos específicos a descrição dos encontros realizados e sua análise a partir do referencial psicanalítico bioniano sobre grupos. Metodologia: O estudo foi realizado numa abordagem qualitativa, estudando o fenômeno em seu ambiente natural, Realizou-se um estudo de caso, por meio de observação participante, acompanhando os encontros de um grupo de tutoria em seus encontros mensais no Programa Tutores FMUSP, no período de abril de 2009 a março de 2010. Foi utilizado um roteiro de observação e um caderno de notas. Por meio da análise de conteúdo foram estabelecidas categorias articuladas aos objetivos do estudo. Resultados: O grupo observado, por sua formação artificial, mostrou-se de complexo manejo. O tutor, neste enquadre, precisou criar condições que favorecessem a ligação entre os participantes. As características pessoais e disposição do tutor e dos alunos favoreceram o compartilhamento de experiências e a formação de vínculos. O cotidiano da formação médica dificultou o estar no grupo, mas não impediu que o encontro ocorresse quando temas interessantes, prazerosos e da ordem da \"descompressão\" das angústias estiveram presentes. O grupo observado funcionou, predominantemente, de forma colaborativa, como um \"grupo de trabalho\". Também apresentou, como proposto por Bion, momentos de funcionamento regredido, derivados de fantasias inconscientes. O suposto básico de luta ou fuga manifestou-se no grupo em situações de cobrança e julgamento; a dependência quando houve intensa valorização da experiência do tutor e o acasalamento quando houve formação de pares não produtivos no grupo. O estilo do tutor, associado às características dos alunos, foi essencial para que o grupo saísse dos momentos regredidos e voltasse a funcionar de forma colaborativa. Conclusão: A proximidade e a intimidade com o grupo de tutoria revelaram aspectos importantes a respeito do que pode acontecer na relação de mentoring. Além de aspectos pessoais e do contexto institucional, fenômenos grupais inconscientes podem afetar o funcionamento de um grupo de tutoria. Programas desenvolvidos neste enquadre devem considerá-los para a compreensão da relação de mentoring em profundidade e para o manejo das dificuldades inerentes ao processo / Introduction: Mentoring programs have been recognized for their merits, gaining recognition in institutions concerning integral education of their students. In medical training, the young student needs to learn the technique and became mature to deal with others\" suffering, justifying the close and careful relationship offered by mentoring. Although desired and promising, mentoring relationship is complex and influenced by personal characteristics, institutional issues and the operating mode itself. In Programa Tutores FMUSP, another element to be considered is being in a group, including its unconscious dynamics, as described by psychoanalytic Bion\"s theory. Bion suggested that groups can operate in two distinct ways which affects the achievement of its purposes- the \"work group\" (a collaborative functioning) and the \"basic assumption group\" (a regressive one). Objectives: To deepen the understanding of mentoring relationships, this study investigated the dynamics of a FMUSP tutoring group over one year. We aimed to describe the mentoring meetings and analyze them using Bion\"s psychoanalytic framework about groups. Methodology: The study was carried out using a qualitative approach, studying the phenomenon in its natural environment. We conducted a case study through participant observation, following a tutoring group in their monthly meetings from April 2009 to March 2010.An observation guide and a field diary were used. Through content analysis, we established categories related to study objectives. Results: Due to its artificial composition the observed group showed a complex management. In this context, the tutor needed to promote conditions in order to connect the participants. Tutor and students personal characteristics and motivation contributed to the sharing of experiences and the link among them. The daily medical training made it difficult to be in the group but it did not prevent meetings from happening when interesting, pleasant and de-stressing issues were present. Most of the time, the group operated as a \"working group\". The group also worked as a \"basic assumption group\" showing a regressive functioning. \"Fight or flight\" were observed in group situations of accusations and judgments, \"Dependence\" was observed when the tutor\"s experience was overestimated and \"Pairing\" when unproductive interaction occurred in pairs. The return of a collaborative way of group functioning was possible due to tutor\"s style associated with students\" characteristics. Conclusion: The closeness and intimacy experience with the tutoring group revealed important aspects about what could happen in mentoring relationships. In addition to personal aspects and institutional context, unconscious dynamics can affect the mentoring group meetings. Mentoring programs must recognize all these influences to an in-depth understanding of the relationship and to better deal with the inherent difficulties of the process

The transition from adolescence to adulthood can bring with it mental health problems, resulting in reduced mental well-being among young women and an increasing public health issue. Perceived mental health problems can be a major obstacle to personal development and opportunities for becoming established in society. Thus, promotive interventions are needed. The overall aim of this thesis was to explore women’s experience of mentoring relationships as health promotion from the perspectives of both parties in the dyad: the young woman transitioning from adolescence to adulthood (the protégé), and her ten-year-older female mentor. This thesis used a practice-based approach to investigate a group of participants involved in a Swedish non-governmental organization, the Girls Zone. Data collection was conducted including interviews (n = 5) and surveys (n = 52) with female protégés, and interviews with female mentors (n = 12). Study I explored the characteristics of the female protégés and the development of the mentoring relationship, and used mixed methods. Study II, which investigated mentors’ initial motives and the organizational context which enabled the mentors’ engagement, used an explorative qualitative method. This thesis showed that female mentoring relationships seem to have potential to be a health-promoting intervention. A variety of young women were attracted to the mentoring program, and mentorships in line with the perspectives of relational-cultural theory could meet the relationship needs expressed by the female protégés. Further, mentors’ motivations for engaging as mentors were linked to the fulfillment of basic psychological needs for autonomy, competence, and relatedness, in accordance with the perspective of self-determination theory.

Mentoring is an effective tool for the professional development of novice teachers (Eby & Lockwood 2005; Kram, 1985; Stanulis & Ames, 2009). Mentors to preservice teachers have conveyed that they receive benefits and face barriers when mentoring (Ambrosetti, 2014; Burk & Eby, 2010; Hobson, Ashby, Malderez, & Tomlinson, 2009; Iancu-Haddad & Oplatka, 2009). Graduate students who serve as mentors to undergraduates have also reported advantages and drawbacks to being a mentor (Conway, Eros, Pellegrino, Kras, Gale, & Campbell, 2009; Reddick, Griffin, & Cherwitz, 2011). This study examined the perceived benefits and barriers for graduate students serving as mentors to undergraduate, preservice teachers. It also considered the affect that graduate school had on a teacher’s decision to engage in a mentoring relationship. The participants were all PK-12 teachers who were also graduate students in the College of Education and Human Services (COEHS) at the University of North Florida (UNF). The data for this qualitative case study was collected through semi-structured interviews. Findings yielded three themes (helps me, helps others, helps profession) which summarized the perceived benefits and barriers for graduate students mentoring preservice teachers. The results were connected to the Social Exchange Theory and it was determined that some graduate students will weigh rewards and costs before deciding to mentor, while others will lean more towards rewards or costs regardless. This study may have implications for undergraduate and graduate curriculum, mentor matching, and for mentor training.

Thesis (Ph. D.)--Miami University, Dept. of Psychology, 2008. / Title from second page of PDF document. Includes bibliographical references (p. 179-193).

Thesis (M.A.)--Miami University, Dept. of Psychology, 2005. / Title from first page of PDF document. Document formatted into pages; contains [1], ix, 137 p. Includes bibliographical references (p. 108-113).

Summaries in Afrikaans and English / Text in Afrikaans / In die verhandeling word mentorskap as 'n begeleidingshandeling ondersoek. Die oorsprong van mentorskap word nagespeur, enkele deur tyd beproefde kenmerke van mentorskap word bespreek en heersende praktyke ter bevordering van mentorskap word met die van vervloe eras vergelyk. 'n Uiteenlopende verskeidenheid opvattinge oor mentorskap word aan die orde gestel: benewens die standpunte van eietydse ontwikkelingpsigoloe, beroepskundiges, onderwys- en opvoedkundiges word die klassieke opvatting van mentorskap (socs wat dit weergegee is in die Odusseia en die Les Adventures de Telemaque, die werke van onderskeidelik Homerus en Fenelon) ook ender die loep geplaas. In die laaste afdeling word 'n aantal gevolgtrekkings en aanbevelings gemaak met betrekking tot die doelstellings, aard, kenmerke en waarde van mentorskap, faktore wat die eindresultate van mentorskap kan beinvloed en die bekwaamhede en persoonseienskappe van mentors. Die aanbevelings sluit riglyne vir die effektiewe hantering van problematiese aangeleenthede rondommentorskap, ender meer die verpragmatisering en formalisering daarvan, in. / In this dissertation mentoring as a form of guidance is researched. The origin of mentoring is investigated, a few characteristics of mentoring which have stood the test of time are discussed and prevailing practices promoting mentoring are compared with those of bygone eras. A diverse variety of approaches to mentoring are presented: in addition to the views of contemporary behavioural psychologists, vocationalists, educationists and teaching specialists, the classic interpretation of mentoring (as presented in the Odyssey and the Les Adventures de Telemaque (the works of Homer and Fenelon respectively) is also considered. In the last section a number of conclusions and recommendations are made regarding the aims, nature, characteristics and value of mentoring, factors affecting the outcome of mentoring and the skills and personal characteristics of mentors. The recommendations include guidelines for the effective handling of problematic issues regarding mentoring, such as the pragmatization and formalization thereof. / Educational Studies / M. Ed. (Educational Studies)

Submitted by Luciana Sebin (lusebin@ufscar.br) on 2016-09-30T13:35:25Z No. of bitstreams: 1 DissPGG.pdf: 2076781 bytes, checksum: 8e4667a8b822b5c4d1fd2721cb465b37 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-10-13T20:45:12Z (GMT) No. of bitstreams: 1 DissPGG.pdf: 2076781 bytes, checksum: 8e4667a8b822b5c4d1fd2721cb465b37 (MD5) / Approved for entry into archive by Marina Freitas (marinapf@ufscar.br) on 2016-10-13T20:45:40Z (GMT) No. of bitstreams: 1 DissPGG.pdf: 2076781 bytes, checksum: 8e4667a8b822b5c4d1fd2721cb465b37 (MD5) / Made available in DSpace on 2016-10-13T20:45:50Z (GMT). No. of bitstreams: 1 DissPGG.pdf: 2076781 bytes, checksum: 8e4667a8b822b5c4d1fd2721cb465b37 (MD5) Previous issue date: 2016-02-18 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / The main objective of this research is to characterize elements of personal and professional development and participation in the proposed training process that may have influenced the construction of teacher identity and mentor identity of professionals in training on Online Mentor Education Program. Specifically, it also seeks to answer the following research questions: which aspects possibly relates to the construction of mentors identity throughout his personal history, work and participation in the Online Training Program Mentors? Which specific, pedagogical and about the mentor function knowledge, components of teacher identity, are presented by mentors that will help them to play their new role? The program has, as its main objective, to train experienced teachers in mentors for follow up and support early career teachers in their anguish and features needs that characterize this stage. The theoretical framework on which it has based this research take into account teacher education and its characteristics; the stages of teaching profession and teachers professional development; teaching continuing education in their different contexts, such as courses, self-education and training within the school; teacher identity and its components; experienced teachers; processes of mentoring, mentors and their knowledge; considerations of distance education, online teacher education and virtual learning environments. The research was guided on a qualitative approach, with the data analysis supported by the descriptive-interpretative and biographical-narrative methodology. Data collection occurred in the selected participants production and activities carried out in the Online Mentor Education Program, featuring a documentary analysis. Data were organized in NVIVO, software that helps quantitative analisis with data organization. After this organization, data were classified manualy in the categories with NVIVO, inserted in frames and subsequently the creation of subcategories and the reclassification of the data, it results in frames that were analysed. The results indicate various aspects of personal and professional background of the participants, as his childhood and schooling, difficulties in their early careers, assistance from peers, continuing education courses, among others that possibly are related to the construction of their professional identity and hence may affect their identity as mentors. In addition, the mentors have a solid knowledge base, however, that does not identify an established mentor identity. In this way, it is possible to observe that it is under construction as it is dynamic. Mentors have a knowledge base that enables them to start mentor actions, in order to help beginning teachers and arrange his own development as a mentor. / O objetivo central desta pesquisa é descrever elementos da trajetória pessoal e profissional e da participação no processo formativo proposto que podem ter influenciado na construção da identidade docente e de mentor de professores experientes participantes no Programa de Formação Online de Mentores. Especificamente, também procura-se responder às seguintes questões de pesquisa: quais aspectos, possivelmente, se relacionam à construção da identidade docente de mentores ao longo da trajetória pessoal, profissional e participação de professores experientes no Programa de Formação Online de Mentores? Quais conhecimentos específicos, pedagógicos e sobre a função de mentor, componentes da identidade docente, são apresentados pelos mentores em formação que os auxiliarão a desempenhar sua nova função? O Programa tem, como principal objetivo, formarprofessores experientes em mentores para o acompanhamento e auxílio de professores em início de carreira nas dificuldades e necessidades formativas características desta etapa. As referências teóricas nas quais se baseou a presente pesquisa levam em conta a formação de professores e suas características; as etapas da carreira docente e o desenvolvimento profissional de professores; a formação continuada docente em seus diferentes contextos, como cursos, autoformação e a formação dentro da escola; identidade docente e suas componentes; professores experientes; processos de mentoria, mentores e seus conhecimentos; considerações acerca da educação a distância e formação online de professores e ambientes virtuais de aprendizagem. A pesquisa pautou-se em uma abordagem qualitativa, com análise de dados apoiada na metodologia descritivo-interpretativa e biográfico-narrativa. Os dados coletados são provenientes das produções e atividades dos participantes selecionados, caracterizando uma análise documental. Os dados foram organizados no software NVIVO, que é um programa que auxilia a análise qualitativa através da organização dos mesmos. Após a organização, os dados foram classificados manualmente e com auxílio do software. Depois da classificação, foi feita a inserção dos dados em quadros e, posteriormente, subcategorização e a reclassificação dos dados, resultando em quadros para a análise. Os resultados indicam diversos elementos da trajetória pessoal e profissional dos participantes, como sua infância e escolarização, dificuldades no início da carreira, auxílio dos pares, cursos de formação continuada, entre outros que, possivelmente, se relacionam à construção de sua identidade docente e, consequentemente, podem afetar sua identidade como mentores. Além disso, os mentores possuem uma base de conhecimentos sólida, porém, não se evidencia uma identidade de mentor consolidada. Dessa maneira, é possível observar que sua identidade de mentor permanece em construção, uma vez que é dinâmica. Além do mais, demonstram uma base de conhecimentos que possibilitam o mentor iniciar suas ações, de modo a auxiliar professores iniciantes e, também, providenciar o próprio desenvolvimento.