International Journal of Mentoring and Coaching in Education最新文献_第6页

The impact of a coach training intervention on undergraduate students 教练训练干预对大学生的影响

IF 1.2

International Journal of Mentoring and Coaching in Education Pub Date : 2023-06-28 DOI: 10.1108/ijmce-07-2022-0057

Julie McFarlane

{"title":"The impact of a coach training intervention on undergraduate students","authors":"Julie McFarlane","doi":"10.1108/ijmce-07-2022-0057","DOIUrl":"https://doi.org/10.1108/ijmce-07-2022-0057","url":null,"abstract":"PurposeThis paper explores the impact of a coach training programme in a UK higher education institution (UKHEI). This paper evaluates the use of coach training to equip undergraduate students with the skills needed to set goals and navigate stressors in personal and professional life.Design/methodology/approachAn interpretivist research design was chosen to gather detailed information about the participants. Data were collected via a multi-method approach comprising participant observations, individual reflections and surveys amongst 18 students. Each method allowed the researcher to interpret the participants' perspectives of social reality.FindingsThe inductive analysis revealed three key themes related to the impact of coach training: a greater awareness of self, enhanced relationships with others and a renewed focus on the future. The findings also showed that coach training provided students with a goal-focussed, judgement-free strategy to address issues related to university stressors such as burnout.Research limitations/implicationsThe conclusions drawn from the study are placed in the context of the wider coaching debate yet are not generalisable. They illustrate a strong link between coach training and the positive impact on the students increased sense of self, their renewed view of the world and how they want to engage with the training.Practical implicationsThe results of this study highlight the need for further research into the impact of coaching and coach training initiatives on UKHEI students. The study also proposes that coaching strategies should be embedded into the curriculum to better prepare graduates to navigate the transition from university life to professional life.Originality/valueThis paper provides empirical evidence of the positive impacts of coach training on UKHEI students. This paper contributes to an understanding of coach training's potential impact on students' engagement in, and enjoyment of, the higher education learning journey. This paper also provides a foundation for future empirical research in this area.","PeriodicalId":45297,"journal":{"name":"International Journal of Mentoring and Coaching in Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-06-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42323782","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Coaches and teachers co-teaching: exploring the challenges and support of co-teaching as a coaching activity 教练与教师合作教学:探讨合作教学作为教练活动的挑战与支持

IF 1.2

International Journal of Mentoring and Coaching in Education Pub Date : 2023-06-22 DOI: 10.1108/ijmce-11-2022-0100

E. Saclarides

{"title":"Coaches and teachers co-teaching: exploring the challenges and support of co-teaching as a coaching activity","authors":"E. Saclarides","doi":"10.1108/ijmce-11-2022-0100","DOIUrl":"https://doi.org/10.1108/ijmce-11-2022-0100","url":null,"abstract":"PurposeCo-teaching is a prevalent and productive coaching activity that coaches can leverage when working with teachers to support teaching and learning. However, there is insufficient research detailing how coaches can and should implement this coaching activity with teachers. Hence, the purpose of this qualitative interview study is to better understand the challenges that make co-teaching coaching cycles difficult for coaches to enact with in-service teachers, as well as the supports that can enhance the co-teaching experience for all involved parties.Design/methodology/approachFourteen semi-structured interviews were completed with one instructional coach and three elementary teachers in one school district in the USA. A combination of emergent as well as literature-driven codes was used to code the data.FindingsOverall, the participants pointed to six barriers they encountered when engaging in episodes of co-teaching, which spanned the broad categories of management and logistics, pedagogical dilemmas, and teacher learning. Furthermore, participants identified seven supports, spanning the broad categories of coach preparation, contextual factors, and management and logistics, that enabled them to productively engage in co-teaching.Originality/valueAlthough coaches may frequently engage teachers in coaching cycles involving co-teaching, there is a lack of research-based guidance for coaches about how to engage teachers most productively in co-teaching episodes. The findings from this study, which shed light on the challenges and support of co-teaching from one coach and three teachers, will enable coaches to more effectively co-teach with teachers as a form of high-quality professional development.","PeriodicalId":45297,"journal":{"name":"International Journal of Mentoring and Coaching in Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-06-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43846311","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Dialogic research mentoring in pre-service teacher education 职前教师教育中的对话研究辅导

IF 1.2

International Journal of Mentoring and Coaching in Education Pub Date : 2023-06-06 DOI: 10.1108/ijmce-12-2021-0110

S. Tuyan

{"title":"Dialogic research mentoring in pre-service teacher education","authors":"S. Tuyan","doi":"10.1108/ijmce-12-2021-0110","DOIUrl":"https://doi.org/10.1108/ijmce-12-2021-0110","url":null,"abstract":"PurposeThis paper presents the results of my learning using my expertise in teacher-research mentoring to address the needs of pre-service teachers and the requirements of the action research course in English language teaching. It reflects on the different procedures of my mentoring model, enriched by the dialogic research mentoring strategies informed by Freire's dialogic pedagogy.Design/methodology/approachThrough this first-person action research, the author aims to improve her teacher-research mentoring practice. As an inquiry into her own actions, the author examines her experiences, her understanding of them, and the potential meaning for her work as a teacher-research mentor during the two years she tutored the action research course. The author explores the procedures of the mentoring model she developed and the effectiveness of dialogic research mentoring in promoting critical consciousness and taking positive action in pre-service English language teachers.FindingsEffective actualization of the teacher-research mentoring process facilitates mentors' refinement and understanding of their roles during teacher-research mentoring. Perceived barriers can be overcome by adopting nine relevant strategies, which can be grouped into three themes: community-building, nurturing competencies, and fostering growth. Accordingly, the research mentoring model incorporates these strategies.Originality/valueThe insights enriched the existing knowledge of the dynamics of mentoring in general and of teacher-research in particular. Additionally, the study offers strategies developed based on my informed actions as the researcher to attain more effective outcomes during the research mentoring process.","PeriodicalId":45297,"journal":{"name":"International Journal of Mentoring and Coaching in Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-06-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48961506","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

One-to-one LEGO® SERIOUS PLAY® positive psychology coaching for emerging adults: a single-participant case study 一对一乐高®SERIOUS PLAY®针对新兴成年人的积极心理辅导：一项单参与者案例研究

IF 1.2

International Journal of Mentoring and Coaching in Education Pub Date : 2023-05-30 DOI: 10.1108/ijmce-07-2022-0050

Maurissa Moore, David O'Sullivan

{"title":"One-to-one LEGO® SERIOUS PLAY® positive psychology coaching for emerging adults: a single-participant case study","authors":"Maurissa Moore, David O'Sullivan","doi":"10.1108/ijmce-07-2022-0050","DOIUrl":"https://doi.org/10.1108/ijmce-07-2022-0050","url":null,"abstract":"PurposeThis study explores one-to-one LEGO® Serious Play® in positive psychology coaching (1-1 LSP in PPC) as an intervention to help emerging adults (EAs) in higher education develop a growth mindset.Design/methodology/approachThis is a qualitative single-participant case study of an EA undergraduate student's experience with 1-1 LSP in PPC to help him navigate uncertainty about making a decision that he felt would influence his future career.Findings1-1 LSP in PPC enabled the participant to create a metaphoric representation of how a growth mindset operated for him, promoting self-awareness and reflectivity. The LEGO® model that the participant built during his final session acted as a reminder of the resources and processes he developed during coaching, which helped him navigate future challenges.Research limitations/implicationsThis study contributes to the emerging literature on the impact of using LSP as a tool in one-to-one coaching in higher education. The participant's experience demonstrates that 1-1 LSP in PPC may be an effective way to support positive EA development. More research is needed to explore its potential.Practical implicationsThis study provides a possible roadmap to incorporate 1-1 LSP in PPC into coaching in higher education as a reflective tool to build a growth mindset in EA students.Originality/valueBecause most undergraduates are EAs navigating the transition from adolescence into adulthood, universities would benefit from adopting developmentally informed coaching practices. 1-1 LSP in PPC may be an effective intervention that provides the structured and psychologically safe environment EAs need to develop lasting personal resources.","PeriodicalId":45297,"journal":{"name":"International Journal of Mentoring and Coaching in Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-05-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48442834","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Putting school-based mentors' experience into context: a mixed-methods cross-country comparison 将校本导师的经验纳入背景:一种混合方法的跨国比较

IF 1.2

International Journal of Mentoring and Coaching in Education Pub Date : 2023-05-29 DOI: 10.1108/ijmce-09-2022-0080

Maria Vittoria Bufali, Alec Morton, G. Connelly

{"title":"Putting school-based mentors' experience into context: a mixed-methods cross-country comparison","authors":"Maria Vittoria Bufali, Alec Morton, G. Connelly","doi":"10.1108/ijmce-09-2022-0080","DOIUrl":"https://doi.org/10.1108/ijmce-09-2022-0080","url":null,"abstract":"PurposeCross-national research on cultural differences can help understand what drives, in differing contexts, mentors' commitment to school-based mentoring programs. This comparative study aims to explore whether adult volunteers, from Scotland and Italy, experience being mentors of vulnerable youth differently.Design/methodology/approachData from interviews (n = 20) and questionnaires (n = 114) were used to test hypotheses concerning volunteer mentors' perceptions of their role and abilities, as well as motives for participation. According to cross-cultural theories, Scottish mentors should be more likely to identify mentoring with establishing friendly relationships with mentees and promoting youth self-empowerment. They should also be more self-confident and value-driven as volunteers.FindingsDespite the mixed support for the assumptions concerning how the mentor role is conceived, Scottish mentors were less likely than Italians to doubt their abilities and more driven by other-focused and generative concerns.Originality/valueThe study reveals significant variations in how volunteers from countries featuring different welfare regimes and cultural orientations experience mentoring. The research advances the understanding of how culturally sensitive approaches can foster mentors' engagement.","PeriodicalId":45297,"journal":{"name":"International Journal of Mentoring and Coaching in Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-05-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49187744","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Facilitating professional learning for technology coaches through cross-district collaboration 透过跨地区合作，促进科技教练的专业学习

IF 1.2

International Journal of Mentoring and Coaching in Education Pub Date : 2023-04-20 DOI: 10.1108/ijmce-07-2022-0051

T. Gallagher, Arlene Grierson, Catherine Susin

{"title":"Facilitating professional learning for technology coaches through cross-district collaboration","authors":"T. Gallagher, Arlene Grierson, Catherine Susin","doi":"10.1108/ijmce-07-2022-0051","DOIUrl":"https://doi.org/10.1108/ijmce-07-2022-0051","url":null,"abstract":"Purpose This two-year study illuminates the experiences of technology coaches (digital learning coaches [DL] and science technology engineering and mathematics/literacy coaches [STEM/L]) as they engaged in their own professional learning (PL) facilitated by a faculty researcher.Design/methodology/approach Technology coaches from different school districts and their respective colleagues participated in book studies as part of their PL. They reflected and debriefed individually and collaboratively with a researcher facilitator. Data were collected through interviews, field notes at meetings, observations, researchers’ reflections and artefacts. Qualitative data analysis methods were employed.Findings The findings offer a glimpse into (1) benefits of cross-district collaboration, (2) challenges finding resources for coaching, (3) career-long desire to learn and (4) time to build and sustain cross-collaborations.Practical implications Conclusions suggest that DL and STEM/L coaches benefit from their own dedicated, differentiated programme of PL supported by each other (as from other districts) and a researcher facilitator. Educational implications are offered for researchers and other school district stakeholders for consideration for them to foster coaches’ collaborative PL.Originality/value Importantly, this project is an exemplar of how to support coaches’ PL and growth through researcher facilitation of cross-district collaborative learning.","PeriodicalId":45297,"journal":{"name":"International Journal of Mentoring and Coaching in Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-04-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"41702711","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Teachers' perceptions about the delivery and methodology of a blended learning mentor training course: a case from Chile 教师对混合式学习导师培训课程的交付和方法的看法:来自智利的案例

IF 1.2

International Journal of Mentoring and Coaching in Education Pub Date : 2023-04-07 DOI: 10.1108/ijmce-05-2022-0032

Verónica Cabezas, Sebastián Pereira, Catalina Figueroa, Camila Straub

{"title":"Teachers' perceptions about the delivery and methodology of a blended learning mentor training course: a case from Chile","authors":"Verónica Cabezas, Sebastián Pereira, Catalina Figueroa, Camila Straub","doi":"10.1108/ijmce-05-2022-0032","DOIUrl":"https://doi.org/10.1108/ijmce-05-2022-0032","url":null,"abstract":"PurposeThe purpose of this study is to describe the perceptions of participants regarding a blended learning training course in Chile (and its e-learning adaptation due to the COVID-19 pandemic) for mentor teachers (MTs). The MT learns theoretical elements of mentoring and in parallel accompanies a newly qualified teacher while receiving support from an online tutor. Opinions are presented from MTs and accompanied teachers (ATs) about the contribution, format and methodology of the course.Design/methodology/approachA program evaluation with mixed methodology was used. Online questionnaires were sent to MTs and ATs at the end of the course. Returned questionnaires totaled 98 MTs and 20 ATs for the blended learning version and 75 MTs and 54 ATs for the e-learning format. In addition, 11 post-course interviews were conducted in three schools with MTs, ATs and their school leaders.FindingsThe course contributed to the development of mentoring skills. Participants highlighted the importance of the face-to-face component of both versions. The theoretical–practical methodology used was positively evaluated. Support and feedback provided to MTs by the online tutor was important for developing skills.Research limitations/implicationsResults are part of a case (n = 247), so general statements cannot be made about the population.Practical implicationsWhile this program evaluation focuses on a specific context, the results can contribute to the design of effective MT online training courses in other contexts and countries, given the limited body of research on this type of experience.Originality/valueThe course provided is described in detail, which may be useful when designing similar mentor education courses in other contexts.","PeriodicalId":45297,"journal":{"name":"International Journal of Mentoring and Coaching in Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-04-07","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47262193","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Mentoring underrepresented racially minoritized undergraduate students in an education research apprenticeship program: strategies for success 在教育研究学徒计划中指导未被充分代表的少数种族本科生:成功的策略

IF 1.2

International Journal of Mentoring and Coaching in Education Pub Date : 2023-04-04 DOI: 10.1108/ijmce-01-2022-0007

Shenika Hankerson, Olivia A. Williams

{"title":"Mentoring underrepresented racially minoritized undergraduate students in an education research apprenticeship program: strategies for success","authors":"Shenika Hankerson, Olivia A. Williams","doi":"10.1108/ijmce-01-2022-0007","DOIUrl":"https://doi.org/10.1108/ijmce-01-2022-0007","url":null,"abstract":"PurposeThis study examined the characteristics of research mentors that successfully support underrepresented racially minoritized undergraduate (URMU) students in education research.Design/methodology/approachAn exploratory case study approach was employed to gain insight into the characteristics. The data sources used to inform this study included surveys and artifacts from eight URMU students who participated in a national grant-funded research apprenticeship fellowship program.FindingsResults revealed three key findings about the characteristics that research mentors need to possess to successfully support URMU students in education research. These characteristics include a willingness to (1) invest time and effort in the mentor–mentee relationship, (2) share relevant knowledge and expertise about education research and (3) serve as sponsors to support and promote their mentees' educational research goals and endeavors.Practical implicationsThe results have the potential to improve the quality of successful research mentorship opportunities for URMU students in education research by demonstrating the qualities and importance of these mentoring relationships. Higher quality mentoring relationships have the power to encourage URMU students to persist into graduate school and/or the education research profession via knowledge sharing, support and social capital. This is particularly important as education research – which still largely privileges Eurocentric research perspectives and methods – continues to take much needed steps toward racial and cultural diversity.Originality/valueMost undergraduate research mentorship literature – and especially that literature highlighting the needs of URMU students – focuses on students in STEM, leaving gaps in knowledge related to students in education research. By focusing on the latter, this study seeks to extend our knowledge of the research mentorship needs of URMU students in education research.","PeriodicalId":45297,"journal":{"name":"International Journal of Mentoring and Coaching in Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45748680","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Technology integration needs empowered instructional coaches: accompanying in-service teachers in school digitalization 技术整合需要有能力的教学教练：在学校数字化中陪伴在职教师

IF 1.2

International Journal of Mentoring and Coaching in Education Pub Date : 2023-03-31 DOI: 10.1108/ijmce-04-2022-0029

Christiane Caneva, Emilie-Charlotte Monnier, Caroline Pulfrey, L. El-Hamamsy, Sunny Avry, Jessica Delher Zufferey

{"title":"Technology integration needs empowered instructional coaches: accompanying in-service teachers in school digitalization","authors":"Christiane Caneva, Emilie-Charlotte Monnier, Caroline Pulfrey, L. El-Hamamsy, Sunny Avry, Jessica Delher Zufferey","doi":"10.1108/ijmce-04-2022-0029","DOIUrl":"https://doi.org/10.1108/ijmce-04-2022-0029","url":null,"abstract":"PurposeIn digital education curricular initiatives, some teachers are taking on key roles when appointed as instructional coaches (ICs) and become crucial in the sustainability of the initiative by coaching teachers. This study aimed to find out the difficulties ICs are facing when mentoring teachers in the development of the digital skills and to identify the coaching activities the coaches offer.Design/methodology/approachEmploying a mixed-methods research design focusing on a qualitative approach, the research team conducted 6 focus groups with 38 ICs from 12 primary schools in Switzerland. Quantitative descriptive data were collected through a survey submitted before and after the focus group.FindingsThe results indicate that (1) the professional development (PD) activities offered to teachers vary greatly depending on the instructional coach characteristics and the school to which the teachers belong, (2) the in-service training of ICs should include coaching and leadership skills and (3) distributed leadership to ICs could facilitate the adoption of technologies by teachers and support change in the school.Practical implicationsSome ICs offer activities with a low involvement of the teacher. ICs' training programs should provide strategies to better take advantage of PD activities. The authors suggest training ICs in PD activities, aligned with Gibbons and Cobb's (2017) such as analyzing classroom video or lesson study involving a group of teachers working together with an expert to improve a lesson. District and school leaders should provide ICs with explicit guidance and more resources to achieve systemic change. ICs should also be empowered by being involved in the development of the school's continuing education training plans.Originality/valueThis study presents a new perspective about understanding and applying in-service teacher PD in the context of a digital education curricular initiative.","PeriodicalId":45297,"journal":{"name":"International Journal of Mentoring and Coaching in Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-03-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49538625","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 5

Generativity development among college students who mentor: a sequential multimethod quantitative study 大学生导师的生成性发展:一项序贯多方法定量研究

IF 1.2

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

{"title":"Generativity development among college students who mentor: a sequential multimethod quantitative study","authors":"Hannah M. Sunderman, Lindsay J. Hastings","doi":"10.1108/ijmce-07-2022-0055","DOIUrl":"https://doi.org/10.1108/ijmce-07-2022-0055","url":null,"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.","PeriodicalId":45297,"journal":{"name":"International Journal of Mentoring and Coaching in Education","volume":null,"pages":null},"PeriodicalIF":1.2,"publicationDate":"2023-03-23","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47795334","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1