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Assessment of the efficacy of a peer mentoring program in a university setting
Alonso, Miguel A; Castaño, Gloria; Calles, Ana M; Sánchez-Herrero, Silvia.
Affiliation
  • Alonso, Miguel A; Universidad Complutense. Spain
  • Castaño, Gloria; Universidad Complutense. Spain
  • Calles, Ana M; Universidad Complutense. Spain
  • Sánchez-Herrero, Silvia; Universidad Complutense. Spain
Span. j. psychol ; 13(2): 685-696, nov. 2010. tab, ilus
Article in English | IBECS | ID: ibc-82245
Responsible library: ES1.1
Localization: BNCS
ABSTRACT
In the present study, the efficacy of a formal mentoring program applied to fourth and fifth year students of the Psychology Faculty of the Complutense University is assessed. In this program, fifth-year students took on the role of mentors and fourth-year students, the role of mentees. To assess the efficacy, the group of mentors was compared with a group of nonmentors and the group of mentees with a group of non-mentees, before and after the program, taking into account the variables related to career development function (knowledge acquired of the academic setting and satisfaction with the career of Psychology) and the psychosocial function (self-concept, self-esteem, self-efficacy, and involvement). The results show a statistically significant increase in the knowledge acquired about the academic setting as a consequence of the program, both in the group of mentors and in the group of mentees. Moreover, the mentors achieved a better average grade in the subjects of the specialty of Work Psychology. There were no statistically significant differences between the experimental group and the control group in satisfaction with the career of Psychology, or in self-concept, self-esteem, or self-efficacy (AU)
RESUMEN
En el presente estudio se evalúa la eficacia de un programa de mentoring formal implantado en la Facultad de Psicología de la Universidad Complutense en alumnos de segundo ciclo. En dicho programa los alumnos de quinto curso asumían el rol de mentores y los de cuarto curso el rol de telémacos. Para evaluar la eficacia se contrasta el grupo de mentores con el grupo de no mentores y el grupo de telémacos con el grupo de no telémacos, antes y después del programa, atendiendo a variables relacionadas con la función de desarrollo de carrera (conocimientos adquiridos sobre el entorno académico, y satisfacción con la carrera de Psicología) y con la función psicosocial (autoconcepto, autoestima, autoeficacia e implicación). Los resultados encontrados muestran un incremento estadísticamente significativo en los conocimientos adquiridos respecto al entorno académico como consecuencia del programa, tanto para el grupo de mentores como para el grupo de telémacos. Además, los mentores consiguen un mejor promedio en las calificaciones de las asignaturas de la especialidad de Psicología del Trabajo. No aparecen diferencias estadísticamente significativas entre el grupo experimental y el grupo control ni en la satisfacción con la carrera de Psicología, ni en el autoconcepto, la autoestima y la autoeficacia (AU)
Subject(s)
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Collection: National databases / Spain Database: IBECS Main subject: Personal Satisfaction / Self Concept / Students / Students, Health Occupations / Work / Mentors / Efficacy / Self Efficacy / Evaluation of the Efficacy-Effectiveness of Interventions Limits: Adult / Female / Humans / Male Language: English Journal: Span. j. psychol Year: 2010 Document type: Article Institution/Affiliation country: Universidad Complutense/Spain
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Collection: National databases / Spain Database: IBECS Main subject: Personal Satisfaction / Self Concept / Students / Students, Health Occupations / Work / Mentors / Efficacy / Self Efficacy / Evaluation of the Efficacy-Effectiveness of Interventions Limits: Adult / Female / Humans / Male Language: English Journal: Span. j. psychol Year: 2010 Document type: Article Institution/Affiliation country: Universidad Complutense/Spain
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