The Effects of Formal Mentoring on Mentors' Supportive Behaviors

• In Event: Poster Session 18
  In Poster Session: The Effects of Formal Mentoring on Mentors’ Supportive Behaviors

Abstract

The main purpose of the present study was to examine the effects of a formal academic mentoring program on the development of mentors’ supportive behaviors (informative feedback, autonomy support, competence support and distress sensibility). Our study used a quasi-experimental design that included pre-test and post-test assessments, as well as a follow-up assessment 18 months after the end of the mentoring program. The sample of our study consisted of two groups: mentors (n=51) and a control group (n=70). The overall findings support the hypothesis that participating in a mentoring program increased mentors’ supportive behaviors. Further than positive effects of mentoring for the mentees, our findings suggest that this practice can be beneficial for the two members of the mentoring dyad.

Authors

• Geneviève Boisclair Châteauvert, Université Laval

• Simon Larose, Université Laval