Peer Mentoring Effects on At-Risk, First-Year Probation Students' Academic Possible Selves, GPA, and Retention

• In Event: Supporting First-Year College Student Success

Abstract

Many universities implement peer mentoring as a tool to retain at-risk students. The current study is a quasi-experimental mixed methods investigation in to the effects of a peer mentoring program for at-risk, first year probationary students in a compulsory course. Two treatment groups (weekly and bi-weekly peer mentoring) and no peer mentoring group were compared to measure differences using the Persistent Academic Possible Selves Scale, GPA, and retention data. In addition, qualitative responses from the peer mentors was collected and coded. Results show peer mentoring did not have a positive impact on students’ Persistent Academic Possible Selves, GPA, or retention. Qualitative data from the peer mentors provided context for these findings.

Authors

• Benjamin Buck Blankenship, Northern Arizona University

• Jieun Lee, Northern Arizona University

• Paul Deasy, Northern Arizona University

• Patrick Cody Canning, Northern Arizona University