PROTÉGÉS NEGATIVE MENTORING EXPERIENCES: CONSTRUCT DEVELOPMENT AND NOMOLOGICAL VALIDATION

By L. Eby, Marcus Buits, Angie Lockwood, Shana A. Simon. 2004

290 citations recorded by the source corpus.

Subfields: Clinical Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/5fe50a3bc5b839de70123060648ea81f786da076

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Clinical Psychology

1. B. R. Ragins
2. L. Eby
3. K. Kram
4. Dawn Chandler
5. Jeffrey Yip
6. M. Butts
7. John J. Sosik
8. Angie Lockwood

In Safety Research

1. L. Eby
2. B. R. Ragins
3. K. Kram
4. Dawn Chandler
5. Angie Lockwood
6. M. Butts
7. Jeffrey Yip
8. Sarah A. Hezlett

In Social Psychology

1. L. Eby
2. B. R. Ragins
3. Dawn Chandler
4. K. Kram
5. Tammy D. Allen
6. Jeffrey Yip
7. M. Butts
8. Angie Lockwood

Citations in the corpus

• My Mentor, My Self: Antecedents and Outcomes of Perceived Similarity in Mentoring Relationships (2015, methodology): “Focusing on speci fi c characteristics of the mentor and protégé that contribute to positive protégé outcomes is important because mentoring relationships are idiosyncratic (Eby, Rhodes, & Allen, 2007) and interpersonal interactions are strongly in fl uenced by charac-teristicways ofrelatingtoothersin”
• Perceived support for mentoring: A multiple perspectives approach (2006, methodology): “Our Wndings also make a theoretical contribution by adding to recent empirical research on negative mentoring (Eby & Allen, 2002; Eby et al., 2000, 2004; Feldman, 1999; Scandura, 1998) by identifying additional predictors of relational problems between mentors and protégés.”
• Emotional Intelligence and Trust in Formal Mentoring Programs (2010, background): “…on the importance of emotional awareness and regulation in mentoring relationships in the early stages of formal mentoring relationships where perceived mismatch or dissimilarity is a particularly salient concern for developing emotional connection (Eby et al., 2004; Scandura & Williams, 2001).”
• Toward a Holistic View of Undergraduate Research Experiences: An Exploratory Study of Impact on Graduate/Postdoctoral Mentors (2009, background): “Most importantly, negative experiences have been shown to have greater explanatory power than positive experiences in predicting protégé outcomes (Eby et al. 2004), possibly presenting a greater risk if graduate/postdoctoral students are not well-prepared or motivated to serve as mentors.”
• An Ecological Systems Perspective on Mentoring at Work: A Review and Future Prospects (2011, background): “Researchers have examined negative mentoring experiences perpetrated by mentors and protégés, including negative relations, credit taking and sabotage, and their impact on the offended party (e.g., Burk & Eby, 2010; Eby, Butts, Durley, & Ragins, 2010; Eby et al., 2004; Eby & McManus, 2004).”