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Working Alliance as a Moderator of the Impact of Mentoring Relationships Among Academically At‐Risk Students
Author(s) -
Larose Simon,
Chaloux Natalie,
Monaghan Denis,
Tarabulsy George M.
Publication year - 2010
Publication title -
journal of applied social psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.822
H-Index - 111
eISSN - 1559-1816
pISSN - 0021-9029
DOI - 10.1111/j.1559-1816.2010.00675.x
Subject(s) - alliance , moderation , psychology , competence (human resources) , medical education , social psychology , medicine , political science , law
This study examined the role of the working alliance between teacher mentors and student protégés on protégés' academic functioning. High‐risk students ( n = 25) participated in an educational program involving a major mentoring component (experimental group) and were matched on academic records, gender, and study program with 25 students who did not participate (control group). Students in the experimental group who agreed with their mentors that their working alliance was productive (i.e., agreement on goals, positive bonding) were more likely than were other mentored students and students in the control group to improve their academic competence, participation in class, tendency to seek help from teachers, and academic perseverance. Results are discussed in line with relationship‐based processes operating in mentoring relationships.