The Effects of Formal Mentoring on the Retention Rates for First-Year, Low Achieving Students.
By G. Salinitri. 2005
161 citations recorded by the source corpus.
In this two ‐ year study, we evaluated a formal mentoring program by examining the retention rate and program satisfaction of first ‐ year university students who volunteered to participate. Mentors were Intermediate/Senior preservice teacher candidates, invited to take an additional credit class relating to Teacher Advisor Programs in Ontario Secondary Schools. The retention rates and grade point averages (GPA) of participating students (experimental group) were higher than those for the control group, consisting of first ‐ time students with similar programs of study and exiting secondary school averages (i.e., < 75%). In written comments, students suggested program satisfaction and noted its effectiveness. Key words: social learning theory, theory of involvement, social capital theory Dans cette etude d’une duree de deux ans, l’auteure a evalue un programme de mentorat en examinant les taux de retention et le degre de satisfaction des etudiants de 1 er cycle qui ont accepte d’y participer. Les mentors etaient des stagiaires en enseignement de niveau intermediaire ou superieur invites a prendre un cours a option associe au programme d’enseignants ‐ guides (maitres associes) dans les ecoles secondaires ontariennes. Les taux de retention et la moyenne cumulative des etudiants (groupe experimental) etaient superieurs a ceux du groupe ‐ temoin, compose d’etudiants de 1 er cycle inscrits dans des programmes d’etudes semblables et ayant eu des moyennes comparables a la fin de leurs etudes secondaires (c. ‐ a ‐ d. < 75 %). Dans leurs commentaires ecrits, les etudiants semblaient satisfaits et soulignaient l’efficacite du programme. Mots cles : theorie de l’apprentissage social, theorie de l’implication, theorie du capital social.
Subfields: Education, Social Psychology
View Paper: https://www.semanticscholar.org/paper/d4572d37d61c7164979898dc9973b17a33f2cd90
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Education
- Dani Yomtov
- Cynthia Demetriou
- Amy Schmitz-Sciborski
- A. Marin
- Rafael Efrat
- Scott W. Plunkett
- G. Crisp
- Esau Tovar
In Social Psychology
- Dani Yomtov
- Cynthia Demetriou
- Amy Schmitz-Sciborski
- A. Marin
- Rafael Efrat
- Scott W. Plunkett
- G. Crisp
- Melinda Karp
Citations in the corpus
- Integration , Motivation , Strengths and Optimism : Retention Theories Past , Present and Future (2012, background): “Positive faculty-student interactions and taking advantage of resources that promote academic success such as learning centers, tutorials and office hours have been demonstrated to positively influence retention (Wyckoff, 1998; Habley, 2004).”
- The Impact of Mentoring on the Success of Community College Students (2010, background): “…related to several student outcomes, including students’ grade point average and decisions to persist in college (e.g., Campbell & Campbell, 1997; Kahveci, Southerland, & Gilmer, 2006; Pagan & Edwards-Wilson, 2003; Salinitri, 2005; Sorrentino, 2007; Wallace, Abel, & Ropers-Huilman, 2000).”
- Can Peer Mentors Improve First-Year Experiences of University Students? (2017, background): “…peer mentorship is beneficial to students’ feelings of integration (Chapman & Pascarella, 1983; Hughes & Fahy, 2009; Tinto, 1997), academic success (Leidenfrost et al., 2011; Rodger & Tremblay, 2003; Salinitri, 2005), and level of social support (Grant-Vallone & Ensher, 2000; Mallinckrodt, 1988).”