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Impact of a College Student Academic Mentoring Program on Perceived Parental and Teacher Educational Involvement
Author(s) -
LAROSE SIMON,
TARABULSY GEORGE M.,
HARVEY MARYLOU,
GUAY FRÉDÉRIC,
DESCHÊNES CLAIRE,
CYRENNE DIANE,
GARCEAU ODETTE
Publication year - 2012
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.1559-1816.2012.00934.x
Subject(s) - psychology , alliance , intervention (counseling) , control (management) , academic achievement , medical education , social psychology , developmental psychology , medicine , management , psychiatry , political science , law , economics
This article examines the hypothesis that academic mentoring of college students improves perceived parental and teacher educational involvement. College students were randomly assigned to a 1‐year academic mentoring program (protégés, n = 150) or a control group ( n = 167) and completed questionnaires before, during, and after the intervention. Protégés perceived greater levels of parent and teacher educational involvement than did participants from the control group. However, the impact of the mentoring program on perceived parental involvement was found only among students who reported a secure relationship with their parents. Additional analyses suggest that some of these improvements were related to quality of the working alliance between mentors and protégés and to supportive behaviors exhibited by mentors during the intervention.