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Journal articles on the topic 'Mentor'

Author: Grafiati
Published: 4 June 2021
Last updated: 26 February 2023

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1

Djerassi, Carl. "Who will mentor the mentors?" Nature 397, no. 6717 (January 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 (May 1992): 47–49. http://dx.doi.org/10.1177/107621759201500314.

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3

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

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4

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 (June 8, 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 data is used to estimate and compare the strengths between mentors’ perceived self-efficacy, role clarity, experience and education as independent variables and beliefs about mentoring aligned with judgementoring as the dependent variable. The survey was completed by 146 mentors who attended mentor education programmes in universities and university colleges across Norway. Findings – The findings indicate that mentor education contributes to lower levels of beliefs consistent with judgementoring and strengthens mentors’ awareness of their role as a mentor. Higher levels of self-efficacy related to the mentor role were associated with stronger beliefs consistent with judgementoring. Mentor experience was not associated strongly with any tested variable. Research limitations/implications – This paper identifies new questions pertaining to the effects of mentor education and variables associated with judgementoring. Omitted variables might have influenced the explored models and the methods used do not allow us to determine causal relationships. Originality/value – Taking an approach based on social exchange theory, the authors describe judgementoring as a form of mentoring that hampers potential exchanges which would enable mentoring to contribute to professional development. This paper provides new insights into judgementoring by introducing it as a quantitative construct, by testing relevant antecedents and by introducing the concept of “folk mentoring”. Mentor education is highlighted as a potential moderator of mentors’ beliefs in judgementoring.
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5

Gandhi, Monica, and Mallory Johnson. "Creating More Effective Mentors: Mentoring the Mentor." AIDS and Behavior 20, S2 (April 2, 2016): 294–303. http://dx.doi.org/10.1007/s10461-016-1364-3.

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6

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

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7

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

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8

Berg, Margaret H., and David A. Rickels. "Mentoring for Mentors: The Music Mentor Plus Program." Journal of Music Teacher Education 27, no. 2 (July 12, 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 an outline of the program as well as reflections on the experience from the faculty leaders and participating teachers.
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9

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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10

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

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11

Laminack, Lester. "Mentors and Mentor Texts: What, Why, and How?" Reading Teacher 70, no. 6 (April 28, 2017): 753–55. http://dx.doi.org/10.1002/trtr.1578.

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12

Houghty, Grace Solely, and Yakobus Siswadi. "PERSEPSI MENTOR DAN MENTEE TENTANG PROGRAM MENTORSHIP." Jurnal Skolastik Keperawatan 1, no. 2 (December 31, 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. Metode: Desain penelitian adalah deskriptif kuantitatif. Jumlah sampel adalah 52 mentor dan 314 mentee. Instrumen yang digunakan adalah kuesioner dalam bentuk self report. Data dianalisis secara univariat. Hasil: 38 mentor (73.08%) dan 208 mentee (66.24%) bahwa adanya peningkatan pengetahuan di dalam pembelajaran, 29 mentor (55.77%) dan 165 mentee (52.55%) setuju bahwa dapat bekerjasama dengan teman lainnya. Program mentorship memberikan pengaruh untuk tetap tinggal di kampus 20 mentor (83.33%) dan 85 mentee (88.54%) dari 24 mentor dan 96 mentee yang berniat untuk meninggalkan kampus. Diskusi: Diharapkan program mentorship dalam dikembangkan lebih baik lagi khususnya untuk program perekrutan dan pelatihan yang berkelanjutan bagi mentor. Kata Kunci: mentee, mentor, persepsi dan program mentorship ABSTRACT Background: Evaluation in the first semester showed that there are 51 students of ETP batch 2013 who have to follow the matriculation program, seven students quitted the program, and five students from ETP batch 2014 were dropped out for violating academic rules. The mentorship program started in the Academic Year of 2013/2014 on its Even Semester. The evaluation for mentorship program has not been done within the Faculty of Nursing, Universitas Pelita Harapan. Objective: to identify the mentor’s and mentee’s perception about the mentorship program. Methods: The study design is descriptive quantitative study. The samples are 52 mentors and 314 mentees. The instrument is questionnaires in the form of self-report questionnaire. The data analyzed using the univariate method. Results: 38 mentors (73.08%) and 208 mentees (66.24%) that mentorship program can increase knowledge in learning, 29 mentors (55.77%) and 165 mentees (52.55%) agree that improve collaboration with others. 20 mentors (83.33%) and 85 mentees (88.54%) from 24 mentors and 96 mentees that intend to leave campus agree that mentorship program can increase influence to remain in on-campus accommodation. Discussions: It is expected that the mentorship program can be developed better, specifically for the mentor recruitment program and the ongoing training for mentors. Keywords: mentee, mentor, mentorship program, perception Full printable version: PDF
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13

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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14

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

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15

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

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16

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 (May 22, 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 mediated the relation between an avoidant attachment style and mentor-reported support; that is, peer mentors with a more avoidant attachment style reported lower self-efficacy to mentor and, in turn, endorsed providing lower levels of support for mentees. Mentor–mentee contact, however, was the only predictor of mentees’ ratings of mentor support. Future research should aim to extend these preliminary findings so as to inform the selection, training, and supervision of peer mentors in college settings, with the ultimate goal of enhancing first-year student retention.
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17

Schneider, Rebecca. "Mentoring New Mentors: Learning to Mentor Preservice Science Teachers." Journal of Science Teacher Education 19, no. 2 (March 17, 2008): 113–16. http://dx.doi.org/10.1007/s10972-007-9088-x.

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18

Conway, Colleen M. "An Examination of District-Sponsored Beginning Music Teacher Mentor Practices." Journal of Research in Music Education 51, no. 1 (April 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 assigned, and the degree to which that mentor was paid or trained. Teacher perceptions of the value of the program are discussed in relation to the degree and type of contact with the assigned mentor. The content of mentor interactions included administrative duties, classroom management, parent interaction, building and district policies, and personal issues. The need for music mentors is discussed, and the article concludes with general suggestions for mentor practices, including early identification of mentor, scheduling so mentors can observe, and opportunities for mentors and mentees to get to know each other.
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19

Zainol, Jamaluddin, and Abdus Salam. "An Audit on Mentor-Mentee Program: Mentees Perceptions on Mentors." Bangladesh Journal of Medical Science 20, no. 4 (June 18, 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 while effectiveness was measured using 0-5 scale on 11-behavioral-skills. Results: Response rate was 92%; only 17% mentees perceived, their mentors played all five mentorship-roles while 30% played only one role. Though 41% mentees had ≥6 communications per-semester with mentors, one year-5 mentee had no-communication at all. Over 16 mentor-mentee relationship and 55 mentoring-effectiveness scores, the mean relationship and effectiveness score was 12.03(75%) and 37.45(72%) respectively. Mentees expected more communication-sessions and their contributions to be acknowledged. Conclusion: Mentor-mentee program at WUC revealed 75% and 72% respectively in mentormentee- relationship and mentoring-effectiveness, which is good. However, faculty needs to play more mentorship-roles and acknowledged mentees’ contributions. Addition of portfolio and reflective-writing in the curriculum will benefits in monitoring mentees’ development. Educational managers should pay attention to this and adequate training of mentors to fulfil the mentees’ needs. Bangladesh Journal of Medical Science Vol.20(4) 2021 p.840-847
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20

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 (January 11, 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 demonstrate higher levels of both socially responsible leadership capacity and leadership self-efficacy than those international students who identify their most significant mentor as another student.
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21

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 (February 22, 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 relationship quality; and (3) test a similar comparative model using cross-sectional end of program assessments to account for developmental changes in these variables over time. The sample consisted of 664 college-age mentor (76.5% female; $${\bar{x}}$$ x ¯ age = 24.5, range = 21–53; 23.5% non-White) and youth mentee (41% female; $${\bar{x}}$$ x ¯ age = 14.1, range = 10–19; 41.9% non-White) dyads. Mentor empathy predicted mentor perceptions of relationship quality at both time points and mentee perceptions at the end of the program. Mentor efficacy only predicted mentor reported relationship quality at the end of the program. The findings emphasize the importance of investing in empathy training for mentors to support both partners’ positive evaluation of the relationship. Program support to increase mentor self-efficacy should also have added value for mentors.
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22

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

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23

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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24

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

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25

Holsinger, Alexander M. "The Mentor." Victims & Offenders 16, no. 7 (September 28, 2021): 1029–39. http://dx.doi.org/10.1080/15564886.2021.1971815.

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26

Borscheid, Rene. "Patient Mentor." Methodist DeBakey Cardiovascular Journal 14, no. 3 (July 1, 2018): 242. http://dx.doi.org/10.14797/mdcj-14-3-242.

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27

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

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28

Clark, Cynthia M., and Michelle Dunham. "Civility Mentor." Nurse Educator 45, no. 4 (November 12, 2019): 189–92. http://dx.doi.org/10.1097/nne.0000000000000757.

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29

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

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30

Millstein, Jeffrey H. "My Mentor." Family Medicine 51, no. 9 (October 4, 2019): 779–80. http://dx.doi.org/10.22454/fammed.2019.588459.

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31

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

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32

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

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33

Bozeman, Barry, and Mary K. Feeney. "Mentor Matching." Administration & Society 40, no. 5 (June 30, 2008): 465–82. http://dx.doi.org/10.1177/0095399708320184.

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34

Pokatilo, Alexey. "MENTOR MASTERS." Business Strategy Review 25, no. 4 (November 24, 2014): 74. http://dx.doi.org/10.1111/j.1467-8616.2014.01128.x.

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35

Showstack, Randy. "Mentor awards." Eos, Transactions American Geophysical Union 78, no. 38 (September 23, 1997): 402. http://dx.doi.org/10.1029/eo078i038p00402-04.

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36

Penick, John. "Outstanding Mentor." Journal of Science Teacher Education 8, no. 3 (August 1997): 185. http://dx.doi.org/10.1023/a:1009499718397.

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37

W. Darling, Lu Ann. "Mentor Matching." JONA: The Journal of Nursing Administration 15, no. 1 (January 1985): 45???46. http://dx.doi.org/10.1097/00005110-198501000-00010.

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38

Ichikawa, Nobuki, Shigenori Homma, Tadashi Yoshida, Yosuke Ohno, Hideki Kawamura, Kazuki Wakizaka, Kazuaki Nakanishi, et al. "Mentor Tutoring." Surgical Laparoscopy, Endoscopy & Percutaneous Techniques 27, no. 6 (December 2017): 479–84. http://dx.doi.org/10.1097/sle.0000000000000487.

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39

Berg, St. "Mentor biologica." Bioelectrochemistry and Bioenergetics 43, no. 1 (June 1997): 187. http://dx.doi.org/10.1016/s0302-4598(97)00006-8.

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40

Duvdevany, Yael, and Nenita Alday. "Mentor Program." AORN Journal 72, no. 2 (August 2000): 179. http://dx.doi.org/10.1016/s0001-2092(06)61926-1.

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41

Darling, Lu Ann W. "MENTOR MATCHING." Nurse Educator 10, no. 4 (July 1985): 18–19. http://dx.doi.org/10.1097/00006223-198507000-00009.

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42

Weinberg, Richard B. "The Mentor." Journal of General Internal Medicine 28, no. 12 (August 6, 2013): 1683–85. http://dx.doi.org/10.1007/s11606-013-2570-6.

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43

libbey, james k. "The Mentor." Diplomatic History 33, no. 5 (November 2009): 969–70. http://dx.doi.org/10.1111/j.1467-7709.2009.00824.x.

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44

Ramadan, Mohamed. "Mentor System." Psychiatric News 39, no. 6 (March 19, 2004): 75. http://dx.doi.org/10.1176/pn.39.6.0075b.

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45

Jennings, Eleanor M., Wade E. Bell, and Victor J. DiRita. "Microbe Mentor." Microbe Magazine 10, no. 5 (May 1, 2015): 216–17. http://dx.doi.org/10.1128/microbe.10.216.1.

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46

Lazazzera, Beth, Amy Cheng Vollmer, Victor J. DiRita, and Wade E. Bell. "Microbe Mentor." Microbe Magazine 10, no. 6 (June 1, 2015): 260–61. http://dx.doi.org/10.1128/microbe.10.260.1.

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47

Jennings, Eleanor M. "Microbe Mentor." Microbe Magazine 10, no. 7 (July 1, 2015): 300–301. http://dx.doi.org/10.1128/microbe.10.300.1.

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48

Dunman, Paul. "Microbe Mentor." Microbe Magazine 10, no. 8 (August 1, 2015): 346–47. http://dx.doi.org/10.1128/microbe.10.346.1.

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49

Hindler, Janet. "Microbe Mentor." Microbe Magazine 10, no. 9 (September 1, 2015): 396–97. http://dx.doi.org/10.1128/microbe.10.396.1.

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50

Mack, Elizabeth Erin. "Microbe Mentor." Microbe Magazine 10, no. 10 (October 1, 2015): 441–42. http://dx.doi.org/10.1128/microbe.10.441.1.

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