Enhancement of Mentor Selection Using the Ideal Mentor Scale

By G. Rose. 2003

178 citations recorded by the source corpus.

Subfields: Clinical Psychology, General Health Professions, Social Psychology

View Paper: https://www.semanticscholar.org/paper/a4d1db3f15b1161676ab60a9ec813ef0a0a05357

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In Clinical Psychology

In General Health Professions

In Social Psychology

Citations in the corpus

Outcomes of mentoring at‐risk college students: gender and ethnic matching effects (2007, methodology): “Rose (2003) analyzed mentor perceptions and preferences using the Ideal Mentor Scale, a measure designed to help graduate students consider the qualities they most value in a potential mentor.”
Benefits of Peer Mentoring to Mentors, Female Mentees and Higher Education Institutions (2016, background): “The literature that emerged from his work is characterized by a lack of consensus on the definition of mentoring (Jacobi, 1991; Rose, 2003; Zimmerman & Paul, 2007).”
Group Differences in Graduate Students’ Cconcepts of The Ideal Mentor (2005, methodology): “Alpha coefficients were .81 and .79 in two samples reported by Rose (2003).”
A model for the supervisor–doctoral student relationship (2009, background): “The ideal mentor scale (Rose 2003, 2005) clearly has relevance for the supervisor PhD candidate relationship.”
What do Doctoral Students Value in their Ideal Mentor? (2008, methodology): “From this series of analyses, Rose (2003) identified three factors: Integrity, Guidance, and Relationship.”
A taxonomy of the characteristics of student peer mentors in higher education: findings from a literature review (2007, background): “In their review of 159 studies on mentoring in education, Ehrich et al. (2004) found that unsuccessful matches between mentors and mentees because of ideological differences were reported in 17% of the studies.”
Does adviser mentoring add value? A longitudinal study of mentoring and doctoral student outcomes (2006, background): “of doctoral students’ ideal faculty mentor that were not captured here as discrete mentoring variables, namely, communication effectiveness and provision of honest feedback (Rose, 2003).”