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Personality and Mentoring: An Invest...

Keramidas, Natacha L.,

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Personality and Mentoring: An Investigation of the Role of Proteges' Personality, Protege-Initiation of Mentoring Relationships and Mentoring Received in Doctoral Programs /

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Personality and Mentoring: An Investigation of the Role of Proteges' Personality, Protege-Initiation of Mentoring Relationships and Mentoring Received in Doctoral Programs // Natacha L Keramidas.
作者:	Keramidas, Natacha L.,
面頁冊數:	1 electronic resource (202 pages)
附註:	Source: Dissertations Abstracts International, Volume: 79-06, Section: B.
Contained By:	Dissertations Abstracts International79-06B.
標題:	Educational leadership. -
電子資源:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10665951
ISBN:	9780355317374

Personality and Mentoring: An Investigation of the Role of Proteges' Personality, Protege-Initiation of Mentoring Relationships and Mentoring Received in Doctoral Programs /
Keramidas, Natacha L.,

Personality and Mentoring: An Investigation of the Role of Proteges' Personality, Protege-Initiation of Mentoring Relationships and Mentoring Received in Doctoral Programs /Natacha L Keramidas. - 1 electronic resource (202 pages)

Source: Dissertations Abstracts International, Volume: 79-06, Section: B.

Mentoring can change the course of our lives and, in graduate education, is defined as "a personal relationship in which a more experienced faculty member or professional acts as a guide, role model, teacher, and sponsor of a less experienced graduate student or junior professional" (Johnson, 2002, p. 88). It has been posited that this type of relationship is key to more rapid progression and degree completion, program satisfaction, and retention (Campbell, 2007; Huwe & Johnson, 2003; Johnson, 2007). While most universities report providing mentoring programs, graduate students report that the prevalence of mentoring relationships is between 50 and 70 percent, leaving a significant number of graduate students unmentored and missing a number of important benefits (Johnson, 2007; Mullen, 2007; Sedlacek et al., 2007). Individual factors and personality have been hypothesized as potential barriers to the initiation of mentoring relationships, and extraversion may be key in understanding the initiation and prevalence of mentoring (Bozionelos & Bozionelos, 2010; Campbell, 2007; Clark et al., 2000; Turban & Lee, 2007). This study investigated the effect of specific personality facets of the Five Factor Model, on proteges' initiation of mentoring relationships with faculty and mentoring received. Data were collected from 162 doctoral students in the social sciences. Mediation analyses revealed that initiation of mentoring by doctoral students mediated the relationship between friendliness, assertiveness, self-consciousness, self-efficacy, achievement striving and mentoring received. Furthermore, hierarchical regressions revealed that the best set of predictors for mentoring received included initiation, age and friendliness accounting for 26% of the variance. Similarly, the best set of predictors for initiation included assertiveness and achievement striving accounting for 16% of the variance. However adding self-consciousness rendered assertiveness non-significant indicating that self-consciousness may act as a moderator between assertiveness and initiation and pointing out the need for future research in this area. This study informs the need to educate doctoral students about the importance of initiating mentoring relationships with faculty if they want to obtain mentoring. Implications for doctoral programs in the social science and suggestions for future research are also discussed.

English

ISBN: 9780355317374Subjects--Topical Terms:

529436
Educational leadership.
Subjects--Index Terms:

Graduate education

Personality and Mentoring: An Investigation of the Role of Proteges' Personality, Protege-Initiation of Mentoring Relationships and Mentoring Received in Doctoral Programs /
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