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Journal articles on the topic 'Mentor'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Djerassi, Carl. "Who will mentor the mentors?" Nature 397, no. 6717 (1999): 291. http://dx.doi.org/10.1038/16786.

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2

Harry, Vickie, Martha M. Ritter, and Nik Swoboda. "Here Mentor … Mentor… Mentor…" Gifted Child Today Magazine 15, no. 3 (1992): 47–49. http://dx.doi.org/10.1177/107621759201500314.

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3

Lejonberg, Eli, Eyvind Elstad, and Knut-Andreas Christophersen. "Mentor education: challenging mentors’ beliefs about mentoring." International Journal of Mentoring and Coaching in Education 4, no. 2 (2015): 142–58. http://dx.doi.org/10.1108/ijmce-10-2014-0034.

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Purpose – The purpose of this paper is to highlight university-based mentor education as a negative antecedent to mentors’ beliefs which are consistent with judgementoring (Hobson and Malderez, 2013). The concept of beliefs consistent with judgementoring (evaluative or judgemental mentoring) is introduced as a quantitative construct which is then used as a dependent variable. The concept of “folk mentoring” is introduced to theorise why and how mentor education may challenge mentors’ beliefs about mentoring. Design/methodology/approach – Structural equation modelling of cross-sectional survey

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4

Akande, Adebowale. "The Mentor Mystique: “Everybody Who Makes It Has a Mentor or Mentors”." Equal Opportunities International 12, no. 3 (1993): 4–9. http://dx.doi.org/10.1108/eb010600.

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5

Okurame, David E. "Group Differences in the Resolve to Mentor of Potential Mentors." IBADAN JOURNAL OF THE SOCIAL SCIENCES 7, no. 2 (2009): 143–53. http://dx.doi.org/10.36108/ijss/9002.70.0260.

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This study examines the resolve to mentor of individuals with no mentors, with male mentors, and with female mentors, using a sample of 70 male and 70 female potential mentors in the Nigerian work environment. Descriptive statistics showed that the greatest level of resolve to mentor was made by respondents in the female mentor group, followed by those in the male mentor group; the least was by respondents in the no mentor group. Results of one way analysis of variance revealed a significant difference in resolve to mentor of respondents in these groups. The source of the significant differenc

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6

Gandhi, Monica, and Mallory Johnson. "Creating More Effective Mentors: Mentoring the Mentor." AIDS and Behavior 20, S2 (2016): 294–303. http://dx.doi.org/10.1007/s10461-016-1364-3.

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Okafor, Emeka E., and Olaoluwa T. Odulaja. "Reference Groups and Worker’s Job Satisfaction in Selected Work Organisation in Lagos, Nigeria." IBADAN JOURNAL OF THE SOCIAL SCIENCES 9, no. 1 (2011): 1–13. http://dx.doi.org/10.36108/ijss/1102.90.0110.

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This study examines the resolve to mentor of individuals with no mentors, with male mentors, and with female mentors, using a sample of 70 male and 70 female potential mentors in the Nigerian work environment. Descriptive statistics showed that the greatest level of resolve to mentor was made by respondents in the female mentor group, followed by those in the male mentor group; the least was by respondents in the no mentor group. Results of one way analysis of variance revealed a significant difference in resolve to mentor of respondents in these groups. The source of the significant differenc

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8

Houghty, Grace Solely, and Yakobus Siswadi. "PERSEPSI MENTOR DAN MENTEE TENTANG PROGRAM MENTORSHIP." Jurnal Skolastik Keperawatan 1, no. 2 (2015): 1–11. http://dx.doi.org/10.35974/jsk.v1i2.79.

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ABSTRAK Latar belakang: Evaluasi pada semester pertama didapatkan bahwa sebanyak 51 mahasiswa Entry To Practice (ETP) Angkatan 2013 harus mengikuti program matrikulasi, tujuh mahasiswa mengundurkan diri dan lima mahasiswa ETP Angkatan 2014 yang dikeluarkan dari Fakultas Ilmu Keperawatan (FIK) Universitas Pelita Harapan (UPH) karena melanggar peraturan akademik. Program mentorship mulai dilakukan pada tahun ajaran genap 2013/2014. Evaluasi program mentorship belum pernah dilakukan. Tujuan: Penelitian ini bertujuan untuk mengidentifikasikan persepsi mentor dan mentee tentang program mentorship.

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9

Kartje, Jean V. "O mentor! My mentor!" Peabody Journal of Education 71, no. 1 (1996): 114–25. http://dx.doi.org/10.1207/s15327930pje7101_15.

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Mead, Geoff, Jan Campbell, and Mike Milan. "Mentor and Athene: supervising professional coaches and mentors." Career Development International 4, no. 5 (1999): 283–90. http://dx.doi.org/10.1108/13620439910279770.

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11

Berg, Margaret H., and David A. Rickels. "Mentoring for Mentors: The Music Mentor Plus Program." Journal of Music Teacher Education 27, no. 2 (2017): 39–51. http://dx.doi.org/10.1177/1057083717720634.

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The Music Mentor Plus program was designed to introduce mentoring strategies teachers can implement during supervision of student teachers and early field experience interns, while also fostering connections between field-based modeling and university methods course content. Throughout the 2015–2016 school year, seven music teachers and two university music education faculty members engaged in a series of live workshops and ongoing electronic communication. Participants joined in discussions and role-play activities and completed readings and reflection assignments. In this article, we present

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Mysyk, Noreen F. "Woman, Manager, Mentor: The Development of Women Mentors." International Journal of the Humanities: Annual Review 5, no. 1 (2007): 51–60. http://dx.doi.org/10.18848/1447-9508/cgp/v05i01/58232.

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Lee, Janie M., Yoshimi Anzai, and Curtis P. Langlotz. "Mentoring the Mentors: Aligning Mentor and Mentee Expectations." Academic Radiology 13, no. 5 (2006): 556–61. http://dx.doi.org/10.1016/j.acra.2006.01.050.

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14

Laminack, Lester. "Mentors and Mentor Texts: What, Why, and How?" Reading Teacher 70, no. 6 (2017): 753–55. http://dx.doi.org/10.1002/trtr.1578.

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15

Holt, Laura J., and James E. Fifer. "Peer Mentor Characteristics That Predict Supportive Relationships With First-Year Students: Implications for Peer Mentor Programming and First-Year Student Retention." Journal of College Student Retention: Research, Theory & Practice 20, no. 1 (2016): 67–91. http://dx.doi.org/10.1177/1521025116650685.

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Peer mentoring programs frequently are implemented on college campuses to enhance first-year college student retention; however, few studies have examined characteristics of peer mentors that are associated with more supportive mentor–mentee relationships, leaving college personnel with a limited understanding of how to improve these vital programs. Accordingly, in this prospective study, we examined whether mentors’ attachment style and self-efficacy to mentor predicted peer mentors’ ( n = 76) or mentees’ ( n = 999) ratings of mentor-provided support. Results showed that mentor self-efficacy

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Conway, Colleen M. "An Examination of District-Sponsored Beginning Music Teacher Mentor Practices." Journal of Research in Music Education 51, no. 1 (2003): 6–23. http://dx.doi.org/10.2307/3345645.

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The purpose of this inquiry was to examine the beginning music teacher mentor practices in 13 school districts in mid-Michigan. Data included beginning teacher interviews, teacher journals, focus-group meetings, mentor interviews, administrator interviews, and the principal investigators log. Profiles of the teachers show a lack of consistency in the types of mentor programs in the schools and varying degrees of teacher satisfaction with the programs. The lack of consistency is discussed in relation to the type of school, the teaching responsibility and classroom setting, the type of mentor as

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Kida, Akiko. "Mentor." Material Cycles and Waste Management Research 23, no. 3 (2012): 179. http://dx.doi.org/10.3985/mcwmr.23.179.

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Slavin, Sumner A. "Mentor." Plastic and Reconstructive Surgery 114, Supplement (2004): viii—ix. http://dx.doi.org/10.1097/00006534-200410001-00005.

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Collins, Theresa Squires. "Mentor." Schools 6, no. 2 (2009): 222–25. http://dx.doi.org/10.1086/605885.

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Hill, John Meredith. "Mentor." Hopkins Review 4, no. 1 (2011): 82. http://dx.doi.org/10.1353/thr.2011.a413098.

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Budiwati, Neti, Asep Herry Hernawan, and Rudi Adi Nugroho. "ANALYSIS OF THE ROLE OF MENTORS IN PRE-SERVICE TEACHER EDUCATION PROGRAM: PERSPECTIVE OF THE ROLE OF MENTORS IN THE FUTURE." International Conference On Social Science Education Proceeding 2 (December 31, 2024): 20–30. https://doi.org/10.20527/k202ed21.

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One of the compulsory courses for prospective teachers in the Teacher Education Program is the Field Experience Program. In the implementation of this Field Experience Program, students are accompanied by Field Supervisors and Mentor Teachers. Field Supervisors and Mentor Teachers are positioned as mentors for prospective teacher students as mentees. It is suspected that Field Supervisors and Mentor Teachers have not carried out their functions as mentors properly. This study aims to identify nine mentor roles in mentoring prospective teacher students, so that it can be analyzed which mentor r

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22

Zainol, Jamaluddin, and Abdus Salam. "An Audit on Mentor-Mentee Program: Mentees Perceptions on Mentors." Bangladesh Journal of Medical Science 20, no. 4 (2021): 840–47. http://dx.doi.org/10.3329/bjms.v20i4.54143.

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Introduction: Mentor-mentee program is essential for mentees’ development. The objective of this paper was to investigate mentees’ perceptions on their mentors. Methods: A questionnairesurvey among all-50 clinical-medical students who mentored by 16 faculty members at Widad University College(WUC)Malaysia, was conducted in 2019.A standardized-questionnaire that examined the mentorship-roles, communication-frequencies, mentor-mentee-relationships and mentoring-effectiveness was used. Relationship was measured by a 4-point scale against each of satisfaction, importance, support, and impact

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Schneider, Rebecca. "Mentoring New Mentors: Learning to Mentor Preservice Science Teachers." Journal of Science Teacher Education 19, no. 2 (2008): 113–16. http://dx.doi.org/10.1007/s10972-007-9088-x.

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McCreath, Heather, M. Kevin Eagan, Nicole Maccalla, Cynthia Joseph, and Keith Norris. "BUILDing Engaged Mentors: Examining the Efficacy of BUILD-led Mentor Training." Chronicle of Mentoring & Coaching 8, no. 1 (2024): 92–102. http://dx.doi.org/10.62935/wm3295.

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The practice of mentorship is a critical focus in science, technology, engineering, mathematics, and medicine (STEMM) disciplines. This quasi-experimental study investigated the efficacy of undergraduate mentor training in biomedical sciences programs in the NIH-funded Building Infrastructure Leading to Diversity (BUILD) initiative comprised of research-rising institutions. We used data from the Higher Education Research Institute’s Faculty Survey (2016-17 and 2019-20). In cross-sectional comparisons of 379 BUILD-trained faculty with 755 colleagues who were not BUILD-trained, those who partici

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Deane, Kelsey L., Ashley A. Boat, Shelley A. Haddock, Kimberly L. Henry, Toni S. Zimmerman, and Lindsey M. Weiler. "The Comparative Roles of Mentor Self-Efficacy and Empathy in Fostering Relationship Quality with Youth." Journal of Youth and Adolescence 51, no. 4 (2022): 805–19. http://dx.doi.org/10.1007/s10964-022-01584-7.

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AbstractYouth mentors’ efficacy beliefs and relational skills should both influence the quality of their connections with their mentees, but a lack of research based on large, dyadic and longitudinal samples limits understanding of how mentor characteristics impact relationship quality. This study used three staged and process-focused structural equation models to (1) investigate the mutually reinforcing effects of mentor self-efficacy and empathy over time; (2) compare the longitudinal effects of mid-program mentor efficacy and empathy on end of program mentor and mentee perceptions of relati

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Shalka, Tricia R., Chloe S. Corcoran, and Brian T. Magee. "Mentors that Matter: International Student Leadership Development and Mentor Roles." Journal of International Students 9, no. 1 (2019): 97–110. http://dx.doi.org/10.32674/jis.v9i1.261.

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Leadership development has been identified as an important outcome of higher education in the United States. However, relatively few scholars have investigated leadership development outcomes of international students studying in U.S. postsecondary contexts. Using data from the Multi-Institutional Study of Leadership, the purpose of this quantitative study was to investigate the role of mentors in fostering leadership development outcomes for international students. Results suggest that international students whose primary college mentor is a faculty member or a student affairs professional de

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Wiskur, Brandt, Akshay Sood, Orrin Myers, et al. "Perceptions in Mentorship: The Mentor-Mentee Competency Discrepancy." Chronicle of Mentoring & Coaching 8, no. 1 (2024): 178–92. http://dx.doi.org/10.62935/eu1891.

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This study evaluated faculty mentoring competencies of 94 mentor-mentee pairs across institutions using the Mentoring Competency Assessment (MCA-21). Results indicated consistent mentor self-assessments and mentee evaluations of mentors across sites, with no significant association of gender or race/ethnicity on competency scoring. Mentees rated mentors higher than mentor's self-assessments. The greatest self-assessment disparities were within the female clinical educator and female assistant professor mentor groups - they rated their competency lower than the male tenure track and male profes

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28

Smith, Wanda J., Jerusalem T. Howard, and K. Vernard Harrington. "Essential Formal Mentor Characteristics and Functions in Governmental and Non-Governmental Organizations from the Program Administrator's and the Mentor's Perspective." Public Personnel Management 34, no. 1 (2005): 31–58. http://dx.doi.org/10.1177/009102600503400103.

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This study examines (from the formal mentor's perspective) who mentors are (essential traits) as well as what mentors do (essential functions) in four types of organizations (i.e., academic, business, military-armed forces, and military-academic organizations). We found that industry context and gender do significantly influence perceptions of the ideal formal mentor characteristics. Results also indicate formal mentors place more importance on mentor traits (compared to mentor behaviors). Implications for this research include considering revision of the criteria used for the selection of for

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Beutel, Denise, Leanne Crosswell, Jill Willis, Rebecca Spooner-Lane, Elizabeth Curtis, and Peter Churchward. "Preparing teachers to mentor beginning teachers: an Australian case study." International Journal of Mentoring and Coaching in Education 6, no. 3 (2017): 164–77. http://dx.doi.org/10.1108/ijmce-04-2017-0030.

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Purpose The purpose of this paper is twofold: first, to present an Australian mentor preparation program designed to prepare experienced teachers to mentor beginning teachers and second, to identify and discuss mentor teachers’ personal and professional outcomes and the wider contextual implications emerging from the Mentoring Beginning Teachers (MBT) mentor preparation program. Design/methodology/approach This case study, situated within Queensland, Australia, draws on qualitative data collected via interviews and focus groups with mentor teachers who participated in a large-scale systemic me

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Renn, Robert W., Robert Steinbauer, and Tobias Michael Huning. "External career mentoring and mentor turnover intentions." Evidence-based HRM: a Global Forum for Empirical Scholarship 7, no. 3 (2019): 342–56. http://dx.doi.org/10.1108/ebhrm-02-2019-0012.

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Purpose Although studies have improved understanding of the relation between external career mentoring and mentor work outcomes, an important question remains regarding whether this mentoring function influences mentor turnover intentions. The purpose of this paper is to investigate the impact of career mentoring outside the workplace on mentor turnover intentions. Design/methodology/approach Data were collected from 101 working business professionals in the southeastern USA at two points in time who provided career mentoring to business student protégés in an eight-month university sponsored

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Galang G.G Khuana. "Evaluasi Kedisiplinan Kinerja Mentor Pendidikan Agama Kristen (PAK) pada Kegiatan Pusat Pengembangan Anak (PPA) IO 0164 Bethlehem Rote." Damai : Jurnal Pendidikan Agama Kristen dan Filsafat 2, no. 1 (2025): 140–61. https://doi.org/10.61132/damai.v2i1.675.

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Evaluation of PAK Performance Discipline in PPA IO 0164 Bethlehem Rote Activities. In this study, researchers found problems such as undisciplined performance in terms of time and responsibility as a mentor to mentor children at PPA IO 0164 Bethlehem Rote. Mentors who often arrive late for class. Mentors who are not responsible for teaching in class. There are even mentors who cannot be role models for children. The aim of this research is to reveal the causes of indiscipline in mentor performance and how to overcome it through the method that the researcher has prepared, namely a qualitative

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UTAMA, ATPRIATNA. "KARAKTERISTIK MENTOR PADA KEGIATAN PELATIHAN DASAR CALON PEGAWAI NEGERI SIPIL CPNS." KNOWLEDGE: Jurnal Inovasi Hasil Penelitian dan Pengembangan 1, no. 1 (2021): 56–65. http://dx.doi.org/10.51878/knowledge.v1i1.818.

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 The mentoring program in basic training activities for civil servant candidates aims to improve the professionalism of civil servants at the beginning of community service. The relationship between mentors and mentees is fundamental and crucial to realizing the goals of mentors and mentees. This study aims to determine the character of the mentor's "admirable characteristics" in the actualization of basic training for civil servant candidates. This research on the phenomenon of the interpretive paradigm uses a qualitative approach with data taken from interviews using purposive sampling

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DRUZHININA, Anastasia Aleksandrovna. "MENTORING TECHNOLOGY IN SOCIAL SPHERE SPECIALISTS’ TRAINING." Tambov University Review. Series: Humanities, no. 174 (2018): 15–21. http://dx.doi.org/10.20310/1810-0201-2018-23-174-15-21.

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We consider the mentoring technology, basic models of mentoring and mentor’s roles. The relevance of implementing this technology into social sphere specialists’ training is substantiated. We present the project “Mentoring for Students, Future Bachelors of Social Work”, which is aimed to develop professional competencies of students on training direction 39.03.02 Social Work, we also suggest this project to realization. During realization of the project students will get the support of a senior student, an alumnus, a lecturer, a head of social organization. The main goal of the project is to p

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34

Chambers, Anthony, Debra Smith, and Lisa Billingham. "Implementing a mentor support system for general practice nurse mentors." Primary Health Care 27, no. 2 (2017): 21–25. http://dx.doi.org/10.7748/phc.2017.e1216.

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Gisbert-Trejo, Nuria, Jon Landeta, Eneka Albizu, and Pilar Fernández-Ferrín. "Determining effective mentor characteristics in inter-organizational mentoring for managers: an approach based on academics’ and practitioners’ perspectives." Industrial and Commercial Training 51, no. 2 (2019): 85–103. http://dx.doi.org/10.1108/ict-06-2018-0051.

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PurposeThe purpose of this paper is to explore the essential mentor characteristics for effective inter-organizational mentoring. This kind of HR development technique, where mentor and mentee belong to different organizations, is becoming increasingly popular and so far has been scarcely studied.Design/methodology/approachFirst, a rigorous literature analysis to identify primary mentor characteristics for managers and professionals has been performed; second, a Delphi analysis has determined their relevance according to the opinion of 125 experienced mentors, mentees and program coordinators

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36

Jadhav, Shreya. "Mentor Management System." International Journal for Research in Applied Science and Engineering Technology 12, no. 7 (2024): 1076–80. http://dx.doi.org/10.22214/ijraset.2024.63708.

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Abstract: This paper introduces the "Mentor Management System," an innovative Java-based Database Management System (DBMS) web application designed to enhance mentor-mentee interactions and administrative oversight in academic institutions. Addressing the growing demand for efficient mentorship collaborations, the system aims to streamline connections between mentors and mentees while optimizing the overall mentorship process for students, mentors, and administrative personnel. The Online Student Mentoring System offers a comprehensive platform facilitating seamless interactions among administ

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37

Suh, Hye-jeong. "A story of two preservice early childhood teachers who experienced the close mentee-mentor meeting program for learning support." Korean Association For Learner-Centered Curriculum And Instruction 25, no. 1 (2025): 839–61. https://doi.org/10.22251/jlcci.2025.25.1.839.

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Objectives This study was a narrative exploration of the experiences of the first-year mentee and the second-year mentor, who is preservice early childhood teachers who participated in the B University learning support close mentee-mentor meeting program. Methods The study participants were one first-year mentee and one second-year mentor who participated in the B University learning support close mentee-mentor meeting program. Data were collected from the mentoring journals written by the participants in the learning support close mentee-mentor meeting program and the in-depth interview data

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38

Pollio, E. Whitney, Laila Abbas, Waqas Haque, James Wagner, Carol S. North, and David E. Pollio. "Attributes of an Effective Mentor in a Learning Community: Comparison of Mentor and Mentee Perspectives." International Medical Education 4, no. 2 (2025): 5. https://doi.org/10.3390/ime4020005.

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Acknowledgement of the importance of students interacting with faculty in a social context has prompted the development of Learning Communities (LCs) in many medical schools. Understanding successful LC and fruitful mentor–mentee relationships is essential to recognize the perspective of multiple stakeholders, i.e., both mentors and mentees. This study used inductive qualitative analysis methods to compare the key attributes and competencies of mentors that are most important to mentors with those most important to mentees in LCs. Six mentor focus groups (N = 50) and four mentee focus groups (

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Paxton, Robert O. "As mentor." Commentaire Numéro159, no. 3 (2017): 32. http://dx.doi.org/10.3917/comm.159.0032.

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Apte, Vasudha. "My Mentor." Journal of Indian Academy of Forensic Medicine 44, suppl (2022): 85. http://dx.doi.org/10.5958/0974-0848.2022.00025.2.

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Jones, Jane Redfern. "Career mentor." Emergency Nurse 12, no. 2 (2004): 34. http://dx.doi.org/10.7748/en.12.2.34.s17.

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Holsinger, Alexander M. "The Mentor." Victims & Offenders 16, no. 7 (2021): 1029–39. http://dx.doi.org/10.1080/15564886.2021.1971815.

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Borscheid, Rene. "Patient Mentor." Methodist DeBakey Cardiovascular Journal 14, no. 3 (2018): 242. http://dx.doi.org/10.14797/mdcj-14-3-242.

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Andersen, Hans O. "Outstanding Mentor." Journal of Science Teacher Education 9, no. 3 (1998): 189. http://dx.doi.org/10.1023/a:1009444723162.

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Clark, Cynthia M., and Michelle Dunham. "Civility Mentor." Nurse Educator 45, no. 4 (2019): 189–92. http://dx.doi.org/10.1097/nne.0000000000000757.

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Papadimos, Thomas J. "The Mentor." Academic Medicine 89, no. 1 (2014): 70. http://dx.doi.org/10.1097/acm.0000000000000045.

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Millstein, Jeffrey H. "My Mentor." Family Medicine 51, no. 9 (2019): 779–80. http://dx.doi.org/10.22454/fammed.2019.588459.

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Robinson, Angelo D. "Mentor Extraordinaire." Callaloo 39, no. 1 (2016): 5. http://dx.doi.org/10.1353/cal.2016.0023.

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Fletcher, Sarah. "Caveat mentor." Language Learning Journal 11, no. 1 (1995): 39–40. http://dx.doi.org/10.1080/09571739585200131.

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Bozeman, Barry, and Mary K. Feeney. "Mentor Matching." Administration & Society 40, no. 5 (2008): 465–82. http://dx.doi.org/10.1177/0095399708320184.

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