Relationship Effectiveness for Mentors: Factors Associated with Learning and Quality:

By Tammy D. Allen, L. Eby. 2003

371 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Social Psychology

View Paper: https://www.semanticscholar.org/paper/ef929c38ed2432970c50315d4811f516bf0a3dd7

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Citations in the corpus

Knowledge, Networks, and Knowledge Networks (2011, background): “These results also imply a bandwidth-structural diversity trade-off: While social cohesion increases information and knowledge flow, it reduces structural holes.”
A Review of Developmental Networks (2012, background): “Indeed, in dyadic mentoring research, actual similarity (e.g., same race or gender) and perceived similarity positively affect relationship quality and satisfaction (Allen & Eby, 2003; Ensher & Murphy, 1997).”
Toward a Conceptual Model of Mentoring Research: Integration with Self-Regulated Learning (2013, neutral): “Allen and Eby (2003) surveyed members of professional associations who reported serving as mentors ( n =249).”
Mentor and protégé predictors and outcomes of mentoring in a formal mentoring program (2006, background): “…demographic match variables and perceived similarity have shown perceived similarity to be more strongly associated with outcomes than demographic match variables (Allen & Eby, 2003; Ensher et al., 2002; Turban et al., 2002), likely because there are so many dimensions on which people may diVer.”
Mentoring Relationships From the Perspective of the Mentor (2007, background): “mentors, Allen and Eby (2003) found no differences in mentor relationship satisfaction between same-gender and cross-gender mentorships.”
Protégés’ Learning in Mentoring Relationships: A Review of the Literature and an Exploratory Case Study (2005, background): “Keywords: learning; mentoring; protégés; formal mentoring; cooperative education Although teacher is often included in definitions of mentor, teaching and learning have rarely been the focus of research on mentoring relationships (Allen & Eby, 2003; Hale, 2000).”
The Relationship between Short-Term Mentoring Benefits and Long-Term Mentor Outcomes. (2006, background): “Allen and Eby (2003) found that perceived similarity between mentor and protégé related to mentors’ reports of their learning and relationship quality after controlling for several relationship variables (e.g., relationship duration) and mentor variables (e.g., gender).”
Protégés’ and mentors’ reactions to participating in formal mentoring programs: A qualitative investigation (2005, background): “Only one study that we are aware of compared mentoring outcomes for mentors in formal versus informal relationships and found no significant differences between the two groups (Allen & Eby, 2003).”
Formal Mentoring Programs: A Mentor-Centric and Longitudinal Analysis (2011, background): “More tangible benefits of mentoring include greater job satisfaction (Burke, McKeen, & McKenna, 1994) and increased personal learning (Allen & Eby, 2003).”
Mentoring Impact on Leader Efficacy Development: A Field Experiment (2011, background): “Many studies have examined mentorship relationships retrospectively using survey methodol- ogy (e.g., Allen & Eby, 2003; Finkelstein, Allen, & Rhoton, 2003; Kay, Hagan, & Parker, 2009; Payne & Huffman, 2005; Richard et al., 2009).”
The Mentoring Relationship Challenges Scale: The impact of mentoring stage, type, and gender (2011, background): “Allen and Eby (2004) also found that female mentors provided more psychosocial support to protégés and male mentors provide more career support overall.”
Are Bad Experiences Stronger than Good Ones in Mentoring Relationships? Evidence from the Protege and Mentor Perspective. (2010, methodology): “Overall relationship quality was measured using Allen and Eby (2003) 3-item scale (e.g., “Mymentor and I enjoy a high quality relationship,” α=.83).”
Formal mentoring programs: The relationship of program design and support to mentors’ perceptions of benefits and costs (2008, background): “Given that mentors are vital for the success of formal mentoring programs (Allen & Eby, 2003; Allen et al., 2006a, 2006b; Allen & Poteet, 1999), more research on mentors is critical due to the shortage of mentors in organizations (Allen, 2003; Finkelstein & Poteet, 2007; Ragins & Cotton, 1999) and…”