Mentorship and Time Management: A Synergistic Approach to Supporting Academic Achievement

• In Event: AERA Roundtable Session Friday 3:20 pm Four Seasons Ballroom 4
  In Roundtable Session: Contextual Factors in Self-Regulated Learning (Table 1)

Abstract

Research shows that both self-regulated learning and mentorship positively influence postsecondary educational and career success. Nonetheless, how self-regulated learning and mentoring interact to produce positive outcomes is largely unexplored. The present study investigated how mentor support influenced a specific aspect of self-regulated learning—time management and, consequently, academic achievement. The present study used longitudinal data from a larger NSF study focused on female college students in geosciences. Findings showed that mentor support had a positive effect on mentee’s time management behaviors, and time management positively predicted GPA in six months. However, mentor support alone was inadequate to boost mentees’ GPAs. Therefore, improved time management—an integral component of self-regulated learning—served as a critical link between mentor support and achievement.

Authors

• Linlin Luo, Texas A&M University

• Qiyue Zhang, Texas A&M University

• Melissa Burt, Colorado State University

• Sandra M. Clinton, University of North Carolina - Charlotte

• Mica Estrada, University of California - San Francisco

• Emily V. Fischer, Colorado State University

• Milena Guajardo, Colorado State University

• Natalia Maldonado, University of California - San Francisco

• Megan Patterson, Texas A&M University

• Ilana B. Pollack, Colorado State University

• Sarah Schanz, Colorado College

• Paul R. Hernandez, Texas A&M University