The claim that mentorships are particularly appropriate and in some ways unique educational experiences for high ability students was empirically tested. Students who had and had not taken part in a gifted, creative, or enrichment program (n = 39) completed a questionnaire that consisted of scenarios and statements addressing mentees' vocational and psychosocial needs. Of particular interest were the factor analyses generated from students' responses to the direct statements. As predicted, the high ability group preferred mentorships addressing psychosocial needs to those addressing vocational ones. All five psychosocial items loaded on factor 1, while nine of the 11 vocational items loaded on factor 2. For students who had not participated in a program for high ability pupils, a combination of vocational and psychosocial items loaded on factors 1 and 2. This suggested that these students shared a more general preference for mentoring relationships regardless of whether they addressed vocational or psychosocial needs.
|Casey, Kerry M. A.
|Shore, Bruce M. (advisor)
|Library and Archives Canada ETDs Repository / Centre d'archives des thèses électroniques de Bibliothèque et Archives Canada
|Electronic Thesis or Dissertation
|Master of Arts (Department of Educational and Counselling Psychology.)
|All items in eScholarship@McGill are protected by copyright with all rights reserved unless otherwise indicated.
|alephsysno: 001618286, proquestno: MQ37196, Theses scanned by UMI/ProQuest.
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