Group Differences in Graduate Students’ Cconcepts of The Ideal Mentor

By G. Rose. 2005

180 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/8319010c776224290d0aff66f86ba034442476d4

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In Clinical Psychology

In Education

In Social Psychology

Citations in the corpus

Toward a Holistic View of Undergraduate Research Experiences: An Exploratory Study of Impact on Graduate/Postdoctoral Mentors (2009, background): “Graduate/postdoctoral mentors may also have more immediate personal experience they can share with their undergraduate prote ´ge ´s. Although the influence of prote ´ge ´ developmental stage on mentoring relationships has been studied ( Rose 2005 ), the influence of mentor developmental stage or ‘‘o”
What do Doctoral Students Value in their Ideal Mentor? (2008, methodology): “Although the IMS shows potential for enhancing mentoring relationships in doctoral education, the instrument is relatively new and the psychometric properties of the instrument have not been examined outside the work conducted by the instrument developer ( Rose 2003, 2005 ).”
Into the academy: preparing and mentoring international doctoral students (2008, background): “Rose (2005, p. 53) states ‘‘the two most important things mentors can do for graduate students are to communicate clearly and effectively, and to provide honest feedback.’’ A mentor actively engages their mentee in an educative personal and professional sense thus promoting the mentee’s development”
Determinants of International Students’ Academic Performance (2010, background): “Researchers therefore have called for a more refined classification of students which would allow more specific distinctions to be drawn between and among students and this will further enhance our understanding of the dynamics of learning behaviour across cultures (Rose 2005).”
A taxonomy of the characteristics of student peer mentors in higher education: findings from a literature review (2007, background): “Other concepts closely related to trustworthiness identified in some of the articles are integrity (Bouquillon et al., 2005; Rose, 2005), principled action (Rose, 2003), and professional dignity (Awayaa et al., 2003).”
The Challenges of Designing and Implementing a Doctoral Student Mentoring Program (2012, background): “cultural adjustment (Rose 2005).”
A model for the supervisor–doctoral student relationship (2009, methodology): “The ideal mentor scale (Rose 2003, 2005) clearly has relevance for the supervisor PhD candidate relationship.”