• DOI:10.2190/CS.9.3.e
• Corpus ID: 145182081

Mentoring Students: Conceptualizing and Validating the Multi-Dimensions of a Support System

@article{Nora2007MentoringSC,
  title={Mentoring Students: Conceptualizing and Validating the Multi-Dimensions of a Support System},
  author={Amaury Nora and Gloria Crisp},
  journal={Journal of College Student Retention},
  year={2007},
  volume={9},
  pages={337 - 356}
}

• Amaury Nora, G. Crisp
• Published 1 November 2007
• Psychology
• Journal of College Student Retention

Many students do not receive the adequate academic and social support during their enrollment in a higher education institution that could positively impact their abilities to succeed in college (Astin, 1984; Hurtado & Carter, 1997; Nora, 1987; Pascarella & Terenzini, 1991). These support systems can be viewed as providing a holistic mentoring experience to students. Because of the many possible benefits to be derived from mentoring, the study of effective mentoring of undergraduates is paramount. Unfortunately, the utility of existing mentoring studies is limited due to definitional, methodological, and theoretical flaws (Jacobi, 1991). The purpose of the present study was to identify the multi-dimensions associated with mentoring through a proposed conceptual framework. Four major domains were identified in the literature: 1) psychological or emotional support, 2) goal setting and career paths, 3) academic subject knowledge support, and 4) the existence of a role model. Secondary data were analyzed from a sample of 200 students at a two-year institution in the south-central area of the United States in the 1997 academic year. Three statistically reliable latent variables (educational/career goal-setting and appraisal, emotional and psychological support, academic subject knowledge support aimed at advancing a student's knowledge relevant to their chosen field) were identified as comprising the mentoring experiences of the survey participants. Findings suggest that mentoring programs aimed at providing experiences designed to assist students in adjusting to college life and becoming fully engaged in classroom and out-of-class activities should focus on providing support for the latent variables identified.