Mentoring as service-learning: The relationship between perceived peer support and outcomes for college women mentors

Marshall, Jenna H.; Lawrence, Edith C.; Williams, Joanna Lee; Peugh, James

doi:10.1016/j.stueduc.2015.07.001

Cited by 24 publications

(20 citation statements)

References 20 publications

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“…[12,17] Peer-support promotes students' learning [14,15] and has been found beneficial for the learning process, both in practical and academic thesis work. [12,18,19] Acting as a peer and providing support to other students has been shown to have a positive effect on problem solving skills [20] and creates a supportive environment, which enables open group interaction. [7] Students may help each other by providing constructive comments on thesis drafts, asking questions for clarification of study aims or for comprehension, and by resolving research-related problems together.…”

Section: Introductionmentioning

confidence: 99%

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Students experiences of peer-support during a Master’s thesis process

Kaakinen

Suhonen

Lutovac

et al. 2017

CNS

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Working as an expert in health care requires peer-support skills. The aim of the study is to describe students' (n = 8) experiences of peer-support from other students during their Master's thesis process. This study was a qualitative and the data (n = 29) was collected from the students through a number of repeated open questions during one year. The data were analysed by a qualitative content analysis. The results show that students both received and gave individual and mental peer-support during their Master's thesis process. The results also show that students need to be active in peer-support group such as to share ideas, to discuss openly and to read peers thesis. The peer-support helped the students to formulate research plan and think more critically based on others students' feedback. Peer-support received in a group can help increase opportunities for learning working life skills for Master's thesis students, but further research is needed. More widely in health care, it is important to be aware of the existence of peer-support and discuss how it can be promoted.

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Section: Introductionmentioning

confidence: 99%

“…[13,19,21,23,25] There have also been studies from the viewpoint of nursing science [1,18,26,27] and dental education, [4] psychology [20] and physiotherapy. [6] There are also some studies on academic doctoral dissertation writing processes in group or pair contexts.…”

Section: Introductionmentioning

confidence: 99%

Students experiences of peer-support during a Master’s thesis process

Kaakinen

Suhonen

Lutovac

et al. 2017

CNS

View full text Add to dashboard Cite

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“…The current body of research on mentoring suggests that mentoring might be "an ideal vehicle to allow college students engaged in service-learning to expand their awareness of complex social problems" (Hughes et al, 2009, p.69). Other research studies report an increase in mentors' social insight, empathy, cultural sensitivity, and interpersonal skills as a result of mentoring (Bullen et al, 2003;Boyle-Baise, 2005;Hall, 2003;Leyton-Armakan et al, 2012;Marshall et al, 2013). Table 7 summarizes the previous findings on college student outcome measures as a result of mentoring.…”

Section: Summary Of Findingsmentioning

confidence: 89%

“…The impact of peer support, which is a critical component of the YWLP mentoring model and Issues Facing Adolescent Girls class structure, has been shown to increase college women's sense of competence, relatedness, and autonomy (Marshall et al, 2013). The researchers found that the YWLP program effectively supports college women participants, however, they concur that more research is necessary on the program elements influence mentor outcomes and "how service-learning can be optimized as a strategy to increase mentor competence, ultimately translating into mentee benefits" (Marshall et al, 2013, p. 20 empower the college mentor to sufficiently support and engage with the youth mentee.…”

Section: Course Related Elementsmentioning

confidence: 99%

Impact of Youth Mentoring as an Academic Service-Learning Experience for College Students

Rehm¹

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Susan Mintz, AdvisorThis study examined the relationship between mentor characteristics, beliefs about youth, relational communication skills, and the closeness of the mentoring relationship. To evaluate the effect of youth mentoring on college students participating in an academic service learning experience, it is important to examine positive mentoring outcomes that enhance learning for the mentor, and strengthen the mentoring relationship. College women mentors, age 18 to 22 years, were paired with middle school girls, age 11 to 14 years, for weekly one-on-one and group mentoring in an 8-month, school-based youth mentoring program. For the first 4-months of the program, college women mentors participated in an academic service-learning course where curriculum and instruction were aimed at enhancing students' understanding of and ability to relate to adolescent girls. For the sampled 40 college women mentors participating in the program, mentor's self-reported beliefs about youth and relational communication processes were measured in a pretest-posttest design. The mentor's perception of the closeness of the mentoring relationship was also measured. Through multiple regression analysis, the association between the mentors' youth-centered beliefs, relational skills and the closeness of the mentoring relationship were examined.Although there no were significant changes in neither mentors' beliefs nor mentors' relational communication skills from the beginning to the end of the academic service-learning course, mentors' strong academic standing was positively correlated with both youth-centered beliefs and close mentoring relationships. Finally, higher levels of cultural sensitivity and relational communication skills were positively related to close mentoring relationships. Implications for mentoring academic service-learning programs that use college students as youth mentors are discussed.

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“…The group context may be especially useful when it includes multiple mentoring adults who can work together (Hirsch, DuBois, & Deutsch, 2006). Peer support for college student mentors that is provided in a group context has been associated with greater psychosocial and ethnocultural empathy outcomes for mentors (Marshall, Peugh, Lawrence, & Williams, 2012). What is not yet known, however, is whether mentor peer support in a group context can help promote the mentee outcomes that programs target.…”

Section: Mentor Supportmentioning

confidence: 99%

Measurement of Mentors' Perceived Support and its Relationship to Mentor and Mentee Outcomes

Marshall

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This study examined whether peer support, formally integrated into a service-learning mentoring program, was related to psychosocial outcomes for college students serving as youth mentors. The outcomes of interest were college students' ethnocultural empathy as well as their sense of competence, relatedness, and autonomy, the three basic human needs that promote personal wellbeing according to Self-Determination Theory (SDT; Ryan & Deci, 2000). Data included selfreport questionnaires completed by college women mentors (n = 227) and college women with (n = 230) and without (n = 105) alternative community service involvement. Our results showed that mentors' level of perceived peer support was associated with stronger outcomes in autonomy as compared to college women with alternative community service involvement and in ethnocultural empathy as compared to both comparison groups. These findings extend the literature on avenues through which college service-learning programs can effectively support participants, particularly as they navigate the cultural challenges of mentoring.

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Mentoring as service-learning: The relationship between perceived peer support and outcomes for college women mentors

Cited by 24 publications

References 20 publications

Students experiences of peer-support during a Master’s thesis process

Students experiences of peer-support during a Master’s thesis process

Impact of Youth Mentoring as an Academic Service-Learning Experience for College Students

Measurement of Mentors' Perceived Support and its Relationship to Mentor and Mentee Outcomes

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Mentoring as service-learning: The relationship between perceived peer support and outcomes for college women mentors

Cited by 24 publications

References 20 publications

Students experiences of peer-support during a Master’s thesis process

Students experiences of peer-support during a Master’s thesis process

Impact of Youth Mentoring as an Academic Service-Learning Experience for College Students

Measurement of Mentors&#39; Perceived Support and its Relationship to Mentor and Mentee Outcomes

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Measurement of Mentors' Perceived Support and its Relationship to Mentor and Mentee Outcomes