Effects of Peer Mentoring on Types of Mentor Support, Program Satisfaction and Graduate Student Stress: A Dyadic Perspective

Ellen A. Ensher; Elisa J. Grant-Vallone

Effects of Peer Mentoring on Types of Mentor Support, Program Satisfaction and Graduate Student Stress: A Dyadic Perspective

Ellen A. Ensher, Elisa J. Grant-Vallone

Research output: Contribution to journal › Article › peer-review

Abstract

Examines the effects of a graduate student peer-mentoring program from the perspectives of both members of the mentoring dyad, the mentors and proteges. Results indicate that peer mentoring provides students with both increased levels of psychosocial and instrumental support, and that those with high levels of support are more satisfied with their peer mentoring relationships.

Original language	American English
Pages (from-to)	637-642
Journal	Journal of College Student Development
Volume	41
Issue number	6
State	Published - 2000

Keywords

mentoring
graduate students
helping relationship
higher education
mentors
participant satisfaction
peer relationship
social support groups
stress variables
student development

Disciplines

Business
Business Administration, Management, and Operations
Higher Education

Cite this

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title = "Effects of Peer Mentoring on Types of Mentor Support, Program Satisfaction and Graduate Student Stress: A Dyadic Perspective",

abstract = " Examines the effects of a graduate student peer-mentoring program from the perspectives of both members of the mentoring dyad, the mentors and proteges. Results indicate that peer mentoring provides students with both increased levels of psychosocial and instrumental support, and that those with high levels of support are more satisfied with their peer mentoring relationships.",

keywords = "mentoring, graduate students, helping relationship, higher education, mentors, participant satisfaction, peer relationship, social support groups, stress variables, student development",

author = "Ensher, {Ellen A.} and Grant-Vallone, {Elisa J.}",

note = "Grant-Vallone, E. J., & Ensher, E. A. (2000). Effects Of Peer Mentoring On Types Of Mentor Support, Program Satisfaction And Graduate Student Stress: A Dyadic Perspective. Journal of College Student Development, 41(6), 637–642.",

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volume = "41",

pages = "637--642",

journal = "Journal of College Student Development",

publisher = "Johns Hopkins University Press",

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T1 - Effects of Peer Mentoring on Types of Mentor Support, Program Satisfaction and Graduate Student Stress: A Dyadic Perspective

AU - Ensher, Ellen A.

AU - Grant-Vallone, Elisa J.

N1 - Grant-Vallone, E. J., & Ensher, E. A. (2000). Effects Of Peer Mentoring On Types Of Mentor Support, Program Satisfaction And Graduate Student Stress: A Dyadic Perspective. Journal of College Student Development, 41(6), 637–642.

PY - 2000

Y1 - 2000

N2 - Examines the effects of a graduate student peer-mentoring program from the perspectives of both members of the mentoring dyad, the mentors and proteges. Results indicate that peer mentoring provides students with both increased levels of psychosocial and instrumental support, and that those with high levels of support are more satisfied with their peer mentoring relationships.

AB - Examines the effects of a graduate student peer-mentoring program from the perspectives of both members of the mentoring dyad, the mentors and proteges. Results indicate that peer mentoring provides students with both increased levels of psychosocial and instrumental support, and that those with high levels of support are more satisfied with their peer mentoring relationships.

KW - mentoring

KW - graduate students

KW - helping relationship

KW - higher education

KW - mentors

KW - participant satisfaction

KW - peer relationship

KW - social support groups

KW - stress variables

KW - student development

UR - https://digitalcommons.lmu.edu/management_fac/2

M3 - Article

VL - 41

SP - 637

EP - 642

JO - Journal of College Student Development

JF - Journal of College Student Development

IS - 6

ER -

Effects of Peer Mentoring on Types of Mentor Support, Program Satisfaction and Graduate Student Stress: A Dyadic Perspective

Abstract

Keywords

Disciplines

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