Document Type
Article
Department
Psychology
Publication Date
2018
Abstract
Peer mentoring programs frequently are implemented on college campuses to enhance first-year college student retention; however, few studies have examined characteristics of peer mentors that are associated with more supportive mentor–mentee relationships, leaving college personnel with a limited understanding of how to improve these vital programs. Accordingly, in this prospective study, we examined whether mentors’ attachment style and self-efficacy to mentor predicted peer mentors’ (n = 76) or mentees’ (n = 999) ratings of mentor-provided support. Results showed that mentor self-efficacy mediated the relation between an avoidant attachment style and mentor-reported support; that is, peer mentors with a more avoidant attachment style reported lower self-efficacy to mentor and, in turn, endorsed providing lower levels of support for mentees. Mentor–mentee contact, however, was the only predictor of mentees’ ratings of mentor support. Future research should aim to extend these preliminary findings so as to inform the selection, training, and supervision of peer mentors in college settings, with the ultimate goal of enhancing first-year student retention.
Publication Title
Journal of College Student Retention: Research, Theory, & Practice
Volume
20
Issue
1
First Page
67
Last Page
91
DOI
10.1177/1521025116650685
Comments
Author's accepted manuscript provided by Trinity College Digital Repository in accordance with publisher's distribution policies.
James E. Fifer, Trinity College class of 2014
Published version available:
Laura J. Holt & James E. Fifer ’14. “Peer Mentor Characteristics that Predict Supportive Relationships with First-Year Students: Implications for Peer Mentor Programming and First-Year Student Retention.” Journal of College Student Retention: Research, Theory, & Practice 20, no. 1 (2018): 67-91. https://doi.org/10.1177/1521025116650685