Abstract

The present study examines the impact of participation of first university students in a very full-year peer mentoring program in addition as individual variations in motivation in reference to outcome measures of retention and accomplishment. A sample of 983 1st year students completed the educational Motivation Inventory (Tremblay, 1998) and united to provide final grades; 537 students were every which way assigned to participate within the program, whereas the rest served as an effect cluster. Mentored students WHO continuing to participate mid-way through the
second semester had considerably higher final grades than did students in the management cluster. There was no impact on retention from year one to year two, but information square measure being collected on retention and grades for all groups for the length of their college man careers. Students high in anxiety within the mentored cluster showed accomplishment adore that of low anxiety program participants, whereas students within the management group with high anxiety scored considerably worse on accomplishment than did their low anxiety counterparts.

Demographic measures. Students self-reported the following demographic variables: age, sex, population of hometown, parents’ yearly income, number of courses taken in the last year of secondary school, most advanced mathematics course completed, and grade in that course. This particular grade was selected as a variable of interest because of the perceived relationship between senior mathematics grades and subsequent academic achievement in science and social science programs, the programs that accounted for the largest number of first year students at the institution

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