International Journal of Mentoring and Coaching in Education: Volume 10 Issue 1

The benefits and challenges of a blended peer mentoring program for women peer mentors in science, technology, engineering and mathematics (STEM)

Amanda Rockinson-Szapkiw, Jillian L. Wendt

The unequitable representation among genders in science, technology, engineering and mathematics (STEM) degrees and careers remains a persisting challenge. Peer mentoring has been…

Relationship closeness, habit and perceived subjective norms as predictors of volunteer role identity in school-based mentoring programmes

Maura Pozzi, Daniela Marzana, Elena Marta, Maria Luisa Vecina, Giovanni Aresi

This study aimed to examine factors associated with volunteer role identity in mentors of school-based mentoring programmes.

National Standards for school-based mentors: the potential to recognise the “Cinderella” role of mentoring?

Lisa Murtagh, Louisa Dawes

The purpose of this paper is to explore school-based mentors' perceptions of the non-statutory National Standards for school-based initial teacher training (ITT) mentors in…

Job characteristics theory and mentoring: the influence of cognitive tasks and educational leadership on mentoring provided

Torbjørn Waaland

The purpose of this study was to investigate the influence of cognitive tasks on mentoring provided and the moderating influence of having an educational leadership position.

STEM faculty members and their perceptions of mentoring: “I do not want to be a role model”

Joann S. Olson, Sneha Nayar-Bhalerao

The purpose of this case study is to explore the perceptions of science, technology, engineering and mathematics (STEM) faculty members toward mentoring undergraduates.

Supporting students with coaching or training depending on their basic psychological needs

Sandra Julia Diller, Christina Muehlberger, Isabell Braumandl, Eva Jonas

This study aims to investigate how university students' basic psychological needs (autonomy, competence and relatedness) determine whether coaching or training is more supportive…

The significance of mentor–mentee relationship quality for student teachers' well-being and flourishing during practical field experiences: a longitudinal analysis

Benjamin Dreer

To support student teachers' well-being and ensure that they flourish during teacher education, it is necessary to examine the relationship between student teachers and their…

Formal mentorship and instructional practices: a Teaching and Learning International Survey (TALIS) study of US teachers

Andromeda Hightower, Peter Wiens, Steven Guzman

Within schools across the USA, mentees supported by mentors experience a number of potential benefits, including high job satisfaction, less attrition and more opportunities for…