Correlation Between Enrollment of Students in Mentoring Program and Their Academic Achievements: A Cross-Sectional Study

Abstract

Introduction Mentoring is a process in which a mentor guides his mentee to achieve specific academic goals and an array of objectives. We conducted this study to detect the correlation between the active participation of the students in the mentoring program and their academic achievements. Methods This is a comparative cross-sectional study. The data were collected through an online questionnaire. One hundred participants were enrolled randomly in the study. The data included the number of meetings between the mentor and students and their cumulative grade point average (CGPA). Results The response rate was 83.3% (100 students). Fifty percent (n = 50) of the respondents had never met with their mentors while the other 50% (n = 50) had met with their mentors at least once in a semester. For this group, overall, positive response rates regarding the value and effectiveness of the mentoring program exceeded 78%. The correlation between participation in the mentoring program and the academic achievements of students was calculated (R 2 was 0.007, p-value = 0.757). Conclusions This study demonstrated a non-significant correlation between the degree of involvement in the mentoring program and students’ overall academic achievements as students from both sections. Those who were enrolled in the program, and those students who were not, still achieved high scores.

The Relative Contribution of Psychological Defeat and Cognitive Failure in Predicting Academic Failure among Undergraduate Students at king Khalid university

“…the positive correlation between age and GPA highlights the potential benefits of life experience and maturity in fostering academic success. Universities may want to consider developing targeted programs and resources for older students, including mentorship opportunities, flexible course scheduling, and tailored support services, in order to capitalize on the unique strengths and skills that older students bring to the table (Abdellatif & Al-Balushi, 2021) the present study highlights the importance of addressing both psychological defeat and cognitive failure in order to promote academic success among university students. By implementing interventions that target both psychological and cognitive factors, universities and educators can better support their students in overcoming the challenges they face and ultimately enhance their academic outcomes (Worsley et al, 2022).…”