Conceptualizing mentoring and the development and validation of the mentoring support scale

Wendy Nuis; Mien Segers; Simon Beausaert

Conceptualizing mentoring and the development and validation of the mentoring support scale

Wendy Nuis, Mien Segers, Simon Beausaert

Research output: Contribution to conference › Paper › Academic

Abstract

Higher education has increasingly focused on developing students’ lifelong learning competences through mentoring. However, the absence of a clear conceptualization of mentoring and the limited number of validated instruments that are grounded in theory jeopardize research on the effects of mentoring programs. Therefore, the current study aimed at developing and validating a theoretically sound instrument based on a systematic literature review. This resulted in the development of a 35-item questionnaire. Data were collected in four mentoring programs, and subsequently analyzed through exploratory factor analysis (n = 225), confirmatory factor analysis (n = 208), and cross-validation (n = 101). The results support a 6-factor model (21 items) that is statistically valid and reliable for use in universities (of applied sciences).

Original language	English
Publication status	Published - 2023
Event	American Educational Research Association (AERA) 2023: Interrogating consequential education research in pursuit of truth - Chicago, United States Duration: 13 Apr 2023 → 16 Apr 2023 https://www.aera.net/Events-Meetings/2023-Annual-Meeting

Conference

Conference	American Educational Research Association (AERA) 2023
Country/Territory	United States
City	Chicago
Period	13/04/23 → 16/04/23
Internet address	https://www.aera.net/Events-Meetings/2023-Annual-Meeting

Cite this

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title = "Conceptualizing mentoring and the development and validation of the mentoring support scale",

abstract = "Higher education has increasingly focused on developing students{\textquoteright} lifelong learning competences through mentoring. However, the absence of a clear conceptualization of mentoring and the limited number of validated instruments that are grounded in theory jeopardize research on the effects of mentoring programs. Therefore, the current study aimed at developing and validating a theoretically sound instrument based on a systematic literature review. This resulted in the development of a 35-item questionnaire. Data were collected in four mentoring programs, and subsequently analyzed through exploratory factor analysis (n = 225), confirmatory factor analysis (n = 208), and cross-validation (n = 101). The results support a 6-factor model (21 items) that is statistically valid and reliable for use in universities (of applied sciences).",

author = "Wendy Nuis and Mien Segers and Simon Beausaert",

note = "Data source: data set available upon request to Wendy Nuis; American Educational Research Association (AERA) 2023 : Interrogating consequential education research in pursuit of truth ; Conference date: 13-04-2023 Through 16-04-2023",

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TY - CONF

T1 - Conceptualizing mentoring and the development and validation of the mentoring support scale

AU - Nuis, Wendy

AU - Segers, Mien

AU - Beausaert, Simon

N1 - Data source: data set available upon request to Wendy Nuis

PY - 2023

Y1 - 2023

N2 - Higher education has increasingly focused on developing students’ lifelong learning competences through mentoring. However, the absence of a clear conceptualization of mentoring and the limited number of validated instruments that are grounded in theory jeopardize research on the effects of mentoring programs. Therefore, the current study aimed at developing and validating a theoretically sound instrument based on a systematic literature review. This resulted in the development of a 35-item questionnaire. Data were collected in four mentoring programs, and subsequently analyzed through exploratory factor analysis (n = 225), confirmatory factor analysis (n = 208), and cross-validation (n = 101). The results support a 6-factor model (21 items) that is statistically valid and reliable for use in universities (of applied sciences).

AB - Higher education has increasingly focused on developing students’ lifelong learning competences through mentoring. However, the absence of a clear conceptualization of mentoring and the limited number of validated instruments that are grounded in theory jeopardize research on the effects of mentoring programs. Therefore, the current study aimed at developing and validating a theoretically sound instrument based on a systematic literature review. This resulted in the development of a 35-item questionnaire. Data were collected in four mentoring programs, and subsequently analyzed through exploratory factor analysis (n = 225), confirmatory factor analysis (n = 208), and cross-validation (n = 101). The results support a 6-factor model (21 items) that is statistically valid and reliable for use in universities (of applied sciences).

UR - https://www.aera.net/Events-Meetings/Annual-Meeting/2023-Annual-Meeting

M3 - Paper

T2 - American Educational Research Association (AERA) 2023

Y2 - 13 April 2023 through 16 April 2023

ER -

Conceptualizing mentoring and the development and validation of the mentoring support scale

Abstract

Conference

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