The purpose of this paper is to explore associations between different mentor behavioral profiles and mentees’ perceptions of the quality of mentoring relationship, the usefulness of the mentoring, and their college adjustment during the first year of college.
The study used a quasi-experimental design and involved the participation of 253 student mentees and 246 students from a control group. Cluster analysis on the responses of mentees on the mentor behavior scale was used to identify behavioral profiles of academic mentors.
Four distinct behavioral profiles were identified: optimal (high scores on mentor structure, involvement, autonomy support, and competence support); sufficient (moderate on all scales); controlling (low on autonomy support but high on other scales); and inadequate (low on all scales). Compared to mentees exposed to sufficient and inadequate profiles, mentees exposed to the optimal profile perceived the mentoring relationship and its usefulness as more positive. Furthermore, they reported better social adjustment in college compared to a control group, whereas mentees exposed to the inadequate profile reported poorer adjustment. Interestingly, mentees exposed to the controlling profile found the mentoring relationship useful.
This study provides new empirical bases for the behavioral profiles of mentors that best meet mentees’ academic adjustment challenges. Limitations of the study include the absence of the mentors’ perceptions in the creation of behavioral profiles and the fact that the profiles were analyzed based on a single program.
Behavioral profiles of academic mentors were examined through the lens of a strong theoretical model that emphasizes the important role of structure, involvement, autonomy support, and competence support in the academic adjustment of mentees.
Brodeur, P., Larose, S., Tarabulsy, G.M. and Feng, B. (2017), "Mentors’ behavioral profiles and college adjustment in young adults participating in an academic mentoring program", International Journal of Mentoring and Coaching in Education, Vol. 6 No. 1, pp. 2-18. https://doi.org/10.1108/IJMCE-03-2016-0027
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