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How mentors think about the attainability of mentoring goals: the impact of mentoring type and mentoring context on the anticipated regulatory network and regulatory resources of potential mentors for school mentoring programs

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dc.contributor.authorMader, Matthias
dc.contributor.authorStoeger, Heidrun
dc.contributor.authorVeas Iniesta, Alejandro
dc.contributor.authorZiegler, Albert
dc.contributor.departmentPsicología Evolutiva y de la Educación
dc.contributor.otherFacultades de la UMU::Facultad de Psicología y Logopedia
dc.date.accessioned2026-01-29T20:08:09Z
dc.date.available2026-01-29T20:08:09Z
dc.date.copyright© 2021 Mader, Stoeger, Veas and Ziegler.
dc.date.issued2021-11-03
dc.description.abstractResearch shows that trained mentors achieve better results than untrained ones. Their training should particularly address their expectations for their future mentoring. Our study involved 190 preservice teachers, potential mentors of ongoing school mentoring for primary and secondary school students of all grades. They were randomly assigned to one of four conditions in a 2-x-2 between-subjects design of mentoring type (traditional mentoring versus e-mentoring) and mentoring context (non-pandemic versus COVID-19 pandemic). Participants assessed mentoring conducted under these four conditions in terms of its appropriateness for achieving four mentoring program targets: learning, key skills, social targets, and problem coping. Participants were also asked to assess the resources available to achieve each program target. Overall, the potential mentors considered the various conditions to be suitable for achieving the four program targets. They were particularly favorable in their assessment of the possibility for the realization of learning targets. Likewise, they assumed that sufficient resources were available to achieve the targets. However, a repeated-measures MANOVA showed that the potential mentors considered more ambitious targets to be possible in traditional mentoring than in e-mentoring and normal (i.e., pre-pandemic) contextual conditions than during the COVID-19 pandemic. In contrast, they estimated the resources available to achieve the targets to be about the same in the four conditions. This indicates a decoupling of mentoring targets from the consideration of the resources needed to achieve them. This assumption was confirmed in correlation analyses and has implications for mentor training.
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dc.identifier.citationFrontiers in Psychology, 2021, Vol. 12, 737014
dc.identifier.doihttps://doi.org/10.3389/fpsyg.2021.737014
dc.identifier.eissn1664-1078
dc.identifier.urihttp://hdl.handle.net/10201/197609
dc.languageeng
dc.publisherFrontiers Media
dc.relationThis research has been funded by the Hamdan Bin Rashid Al Maktoum Foundation for Distinguished Academic Performance.
dc.relation.publisherversionhttps://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2021.737014/full
dc.rightsAttribution 4.0 International*
dc.rights.accessRightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subjectE mentoring
dc.subjectMentor training
dc.subjectMentoring goal
dc.subjectCovid-19
dc.subjectMentoring
dc.subjectMentors
dc.subjectMentor expectation
dc.subjectSchool mentoring
dc.subject.odsObjetivo 4: Educación
dc.titleHow mentors think about the attainability of mentoring goals: the impact of mentoring type and mentoring context on the anticipated regulatory network and regulatory resources of potential mentors for school mentoring programs
dc.typeinfo:eu-repo/semantics/article
dc.type.versioninfo:eu-repo/semantics/publishedVersion
dspace.entity.typePublicationes
relation.isAuthorOfPublication8f4d62a6-2423-4b1f-9f13-d2a8838aacff
relation.isAuthorOfPublication.latestForDiscovery8f4d62a6-2423-4b1f-9f13-d2a8838aacff
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