Generativity development among college students who mentor: a sequential multimethod quantitative study

IF 1.5 Q2 EDUCATION & EDUCATIONAL RESEARCH

International Journal of Mentoring and Coaching in Education Pub Date : 2023-03-23 DOI:10.1108/ijmce-07-2022-0055

Hannah M. Sunderman, Lindsay J. Hastings

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引用次数: 1

Abstract

PurposeGenerativity, defined as care for the next generation, is a hallmark of developmental theory (Erikson, 1950). Mentoring is an antecedent to generativity (Doerwald et al., 2021), with college students who mentor demonstrating higher generativity than their peers (Hastings et al., 2015). Yet no research has studied generativity development longitudinally among college students who mentor. This paper aims to discuss the aforementioned issue.Design/methodology/approachUsing MANCOVA analyses, Study 1 (N = 91) cross-sectionally examined the influence of years spent mentoring on generativity levels among college students who mentor in the USA. Study 2 (N = 44) employed growth curve analyses (GCA) in multilevel modeling (MLM) to analyze longitudinal changes in generativity over three timepoints, each one year apart, while accounting for the influence of gender.FindingsAlthough the results of the MANCOVA analyses in Study 1 were nonsignificant, Study 2 revealed a significant and positive increase in generative behavior. Specifically, generative behavior (e.g. teaching a skill or serving as a role model; McAdams and de St. Aubin, 1992) increased by 3.26 points, indicating that participants may have moved, for example, from performing a generative behavior never during the past two months to performing it more than once.Originality/valueThe current study advances the fields of college student development and mentoring by arguing for the utilization of mentoring interventions among college students to increase generativity and calling for changes to generativity measurement among collegiate populations.

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大学生导师的生成性发展:一项序贯多方法定量研究

目的生成，被定义为对下一代的关心，是发展理论的一个标志(埃里克森，1950)。指导是生成性的前提(Doerwald等人，2021)，接受指导的大学生比同龄人表现出更高的生成性(Hastings等人，2015)。然而，目前还没有研究对担任导师的大学生进行生发性发展的纵向研究。本文旨在对上述问题进行探讨。设计/方法/方法使用MANCOVA分析，研究1 (N = 91)横断面检验了在美国指导的大学生中，指导年限对生成水平的影响。研究2 (N = 44)采用多层模型(MLM)中的生长曲线分析(GCA)来分析三个时间点上的纵向变化，每个时间点间隔一年，同时考虑性别的影响。虽然研究1中的方差分析结果不显著，但研究2显示了生育行为的显著和积极的增加。具体来说，生成行为(例如，教授一项技能或充当角色榜样;McAdams和de St. Aubin, 1992)增加了3.26点，这表明参与者可能在过去两个月内从从未执行生成行为转变为多次执行。原创性/价值本研究通过论证利用大学生指导干预来提高大学生群体的生成性，并呼吁改变大学生群体的生成性测量，从而推动了大学生发展和师徒关系领域的发展。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

International Journal of Mentoring and Coaching in Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

2.90

自引率

33.30%

发文量

期刊介绍： The International Journal of Mentoring and Coaching in Education (IJMCE) publishes cutting edge research, theoretical accounts and emerging issues of mentoring and coaching in educational contexts, including schools, colleges and universities. IJMCE provides global insights and critical accounts of how mentoring and coaching are evolving on a global platform evidencing their situated nature and generic characteristics. This unique journal highlights what is recognised as effective and less effective practice in specific contexts, as well as demonstrating why this is so and discussing possible transferability to other contexts. Coverage includes, but is not limited to: Pre-service teacher education, New teacher induction and early professional learning, Teachers’ CPD provision, Educational technology provision, Educational leadership, Pre-school education and care, School/FE and HE education, Undergraduate student tuition, Postgraduate student tuition, Educational consultancy services, Children’s support services, Adult learning services.