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Mentors' Perspectives on the Mentor-Mentee Relationship in High School Mentoring Programs.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Mentors' Perspectives on the Mentor-Mentee Relationship in High School Mentoring Programs./
作者:	Ahmed, Yasmin.
面頁冊數:	1 online resource (176 pages)
附註:	Source: Dissertations Abstracts International, Volume: 83-11, Section: B.
Contained By:	Dissertations Abstracts International83-11B.
標題:	Educational psychology. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=29207181click for full text (PQDT)
ISBN:	9798438727316

Mentors' Perspectives on the Mentor-Mentee Relationship in High School Mentoring Programs.
Ahmed, Yasmin.

Mentors' Perspectives on the Mentor-Mentee Relationship in High School Mentoring Programs. - 1 online resource (176 pages)

Source: Dissertations Abstracts International, Volume: 83-11, Section: B.

Thesis (Ph.D.)--Walden University, 2022.

Includes bibliographical references

Mentoring improves high school students' academic outcomes by enhancing their engagement and educational attainment and reducing school dropout rates. The mentoring relationship is one of the identified factors in successful mentoring programs' outcome. Previous research mainly focused on investigating the relationship from the mentee's perspective. There is limited research regarding the relationship of professional mentors who work in programs that have been designed to engage mentees at the high school level. The purpose of this interpretative phenomenological analysis (IPA) was to explore the mentor-mentee relationship with high-school-aged mentees from the mentors' perspective. Vygotsky's social constructivist theory was used to provide a holistic understanding of the lived experience within the mentor-mentee relationship. Twelve participants who have mentored high school level mentees in the state of Maryland participated in semistructured interviews via Skype or Zoom. Data were analyzed using IPA principles. Results of this study showed that participants used various approaches to gain the mentee's trust and establish rapport. They adjusted their strategies to meet their mentees' needs. Participants described short- and long-term rewards in their mentoring tasks. This study may bring about positive social change by creating awareness of what makes a productive mentoring relationship, which in turn may positively effect student achievement and future success.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798438727316Subjects--Topical Terms:

517650
Educational psychology.
Subjects--Index Terms:

Mentoring relationshipIndex Terms--Genre/Form:

542853
Electronic books.

Mentors' Perspectives on the Mentor-Mentee Relationship in High School Mentoring Programs.
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