Propuesta de modelo de mentoría entre iguales en entornos universitarios

  1. Alonso-García, Miguel Aurelio 1
  1. 1 Universidad Complutense de Madrid
    info

    Universidad Complutense de Madrid

    Madrid, España

    ROR 02p0gd045

Journal:
Revista Electrónica Educare

ISSN: 1409-4258

Year of publication: 2021

Volume: 25

Issue: 1

Type: Article

DOI: 10.15359/REE.25-1.19 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: Revista Electrónica Educare

Abstract

A pesar de termos um elevado número de publicações sobre mentoria existem muitas dificuldades quando temos de determinar os factores que contribuem ao sucesso da mentoria. No presente artigo realiza-se uma revisão sistemática sobre as variáveis que têm sido utilizadas como preditoras ou antecedentes, as variáveis de proceso e as variáveis de resultados nos estudos de mentoria entre pares no meio universitário. Em muitos casos, os programas são dirigidos a novos alunos ("telêmacos") que são acompanhados por outros alunos do ensino superior (mentores). A revisão permite propor um modelo sistemático e multinível que consegue estabelecer uma relação entre os três tipos de variáveis e que pretende ser útil para determinar as características que os programas de mentoria entre iguais hão de ter no meio universitário desde um ponto de vista social, organizável, em grupo e individual.As actividades que vão ser realizadas nas reuniões de mentoria; e às diferentes variáveis nas quais a mentoria pode ter impacto, tais como índices de abandono, integração dos estudantes, satisfação com os cursos, saúde, etc

Bibliographic References

  • References Allen, T. D. y Eby, L. T. (2007). Common bonds: An integrative view of mentoring relationships. En T. D. Allen y L. T. Eby (Eds.), The blackwell handbook of mentoring: A multiple perspectives approach (pp. 397-419). Blackwell Publishing. https://doi.org/10.1111/b.9781405133739.2007.00024.x
  • Allen, T. D., Eby, L. T., Poteet, M. L., Lentz, E. y Lima, L. (2004). Career benefits associated with mentoring for proteges: A meta-analysis. Journal of Applied Psychology, 89(1), 127-136. https://doi.org/10.1037/0021-9010.89.1.127
  • Alonso García, M. A., Calles Doñate, A. y Sánchez Ávila, C. (2012). Diseño y desarrollo de programas de mentoring en organizaciones. Síntesis.
  • Chester, A., Burton, L. J., Xenos, S. y Elgar, K. (2013). Peer mentoring: Supporting successful transition for first year undergraduate psychology students. Australian Journal of Psychology, 65(1), 30-37. https://doi.org/10.1111/ajpy.12006
  • Coleman, J. S. (1988). Social capital in the creation of human capital. American Journal of Sociology, 94, S95-S120. https://doi.org/10.1086/228943
  • Crisp, G. y Cruz, I. (2009). Mentoring college students: A critical review of the literature between 1990 and 2007. Research in Higher Education, 50(6), 525-545. https://doi.org/10.1007/s11162-009-9130-2
  • Eby, L., Allen, T., Hoffman, B. J., Baranik, L. E., Sauer, J. B., Baldwin, S., Morrison, M. A., Kinkade, K. M., Maher, C. P., Curtis, S. y Evans, S. C. (2013). An interdisciplinary meta-analysis of the potential antecedents, correlates, and consequences of protégé perceptions of mentoring. Psychological Bulletin, 139(2), 441-476. https://doi.org/10.1037/a0029279
  • Eby, L. T., Rhodes, J. E. y Allen, T. D. (2007). Definition and evolution of mentoring. En T. D. Allen y L. T. Eby (Eds.), The Blackwell handbook of mentoring: A multiple perspectives approach (pp. 7-20). Blackwell Publishing. https://doi.org/10.1002/9780470691960.ch2
  • Egege, S. y Kutieleh, S. (2015). Peer mentors as a transition strategy at university: Why mentoring needs to have boundaries. Australian Journal of Education, 59(3), 265-277. https://doi.org/10.1177/0004944115604697
  • Gairín, J., Triado, X. M., Feixas, M., Figuera, P., Aparicio-Chueca, P. y Torrado, M. (2014). Student dropout rates in Catalan universities: Profile and motives for disengagement. Quality in Higher Education, 20(2), 165-182. https://doi.org/10.1080/13538322.2014.925230
  • Gershenfeld, S. (2014). A review of undergraduate mentoring programs. Review of Educational Research, 84(3), 365-391. https://doi.org/10.3102/0034654313520512
  • Ghosh, R. (2014). Antecedents of mentoring support: A meta-analysis of individual, relational, and structural or organizational factors. Journal of Vocational Behavior, 84(3), 367-384. https://doi.org/10.1016/j.jvb.2014.02.009
  • Ghosh, R. y Reio, T. G. Jr. (2013). Career benefits associated with mentoring for mentors: A meta-analysis. Journal of Vocational Behavior, 83(1), 106-116. https://doi.org/10.1016/j.jvb.2013.03.011
  • Goldner, L. (2016). Protégés’ personality traits, expectations, the quality of the mentoring relationship and adjustment: A big five analysis. Child & Youth Care Forum, 45(1), 85-105. https://doi.org/10.1007/s10566-015-9319-9
  • Green, J. L. (2018). Peer support systems and professional identity of student nurses undertaking a uk learning disability nursing programme. Nurse Education in Practice, 30, 56-61. https://doi.org/10.1016/j.nepr.2017.11.009
  • Hogan, R., Fox, D. y Barratt-See, G. (2017). Peer to peer mentoring: Outcomes of third-year midwifery students mentoring first-year students. Women and Birth, 30(3), 206-213. https://doi.org/10.1016/j.wombi.2017.03.004
  • Igbo, I. N. y Sule, E. N. (2018). Peer mentoring as a successful retention strategy for a baccalaureate nursing program in a historically black college and university. Nursing Education Perspectives, 40(3), 192-193. https://doi.org/10.1097/01.NEP.0000000000000346
  • Jacobi, M. (1991). Mentoring and undergraduate academic success: A literature review. Review of Educational Research, 61(4), 505-532. https://doi.org/10.3102/00346543061004505
  • Morales, E. E., Ambrose-Roman, S. y Perez-Maldonado, R. (2016). Transmitting success: Comprehensive peer mentoring for at-risk students in developmental math. Innovative Higher Education, 41(2), 121-135. https://doi.org/10.1007/s10755-015-9335-6
  • Nora, A. y Crisp, G. (2007). Mentoring students: Conceptualizing and validating the multi-dimensions of a support system. Journal of College Student Retention: Research, Theory & Practice, 9(3), 337-356. https://doi.org/10.2190/CS.9.3.e
  • Rhodes, J. E. (2008). Improving youth mentoring through research-based practice. American Journal of Community Psychology, 41(1-2), 35-42. https://doi.org/10.1007/s10464-007-9153-9
  • Rodger, S. y Tremblay, P. F. (2003). The effects of a peer mentoring program on academic success among first year university students. Canadian Journal of Higher Education, 33(3), 1-17. https://eric.ed.gov/?id=EJ788475
  • Terrion, J. L. y Leonard, D. (2007). A taxonomy of the characteristics of student peer mentors in higher education: Findings from a literature review. Mentoring & Tutoring; Partnership in Learning, 15(2), 149-164. https://doi.org/10.1080/13611260601086311
  • Terrion, J. L. y Leonard, D. (2010). Motivation of paid peer mentors and unpaid peer helpers in higher education. International Journal of Evidence Based Coaching and Mentoring, 8(1), 85-103. https://radar.brookes.ac.uk/radar/items/8c6a37ad-0979-4c02-95f5-80f8071f62e6/1/
  • Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition. University of Chicago Press. https://doi.org/10.7208/chicago/9780226922461.001.0001 Tuero, E., Cervero, A., Esteban, M. y Bernardo, A. (2018). ¿Por qué abandonan los estudios universitarios? Variables de influencia en el planteamiento y consolidación del abandono. Educación XX1, 21(2), 131-154. https://doi.org/10.5944/educxx1.20066
  • van Dam, L., Smit, D., Wildschut, B., Branje, S. J. T., Rhodes, J. E., Assink, M. y Stams, G. J. J. M. (2018). Does natural mentoring matter? A multilevel meta-analysis on the association between natural mentoring and youth outcomes. American Journal of Community Psychology, 62(1-2), 203-220. https://doi.org/10.1002/ajcp.12248
  • Wang, S., Tomlinson, E. C. y Noe, R. A. (2010). The role of mentor trust and protégé internal locus of control in formal mentoring relationships. Journal of Applied Psychology, 95(2), 358-367. https://doi.org/10.1037/a0017663
  • Zevallos, A. L. y Washburn, M. (2014). Creating a culture of student success: The SEEK scholars peer mentoring program. About Campus, 18(6), 25-29. https://doi.org/10.1002/abc.21141
  • Cabrera, L., Bethencourt, J. T., Álvarez Pérez, P. y González Afonso, M. (2008). El problema del abandono de los estudios universitarios. RELIEVE, 12(2), 171-203. https://doi.org/10.7203/relieve.12.2.4226
Data source: Dialnet