Academic mentoring and dropout prevention for students in math, science and technology
Authors: | Larose, Simon; Cyrenne, Diane; Garceau, Odette; Harvey, Marylou; Guay, Frédéric; Godin, Fanny; Tarabulsy, George M.; Deschênes, Claire |
Abstract: | In this study, we examined the impact of a new academic mentoring program aimed at preventing student dropout in math, science and technology. The MIRES program entails bimonthly meetings between students entering college and university students completing their undergraduate degree in science and engineering. A randomized pretest-posttest control group design was used to evaluate the program’s short-term impact. At the end of the program, mentees (n = 150) presented significantly higher levels of motivation, a more positive career decision profile and enhanced institutional attachment and social adjustment than students in the control group (n = 157). MIRES mentees also showed success and persistence rates (mainly male participants) that were significantly higher than those of students in the control group. |
Document Type: | Article de recherche |
Issue Date: | 18 November 2011 |
Open Access Date: | Restricted access |
Document version: | VoR |
Permalink: | http://hdl.handle.net/20.500.11794/13849 |
This document was published in: | Mentoring & Tutoring: Partnership for Learning, Vol. 19 (4), 419–439 (2011) https://doi.org/10.1080/13611267.2011.622078 Trentham Books |
Alternative version: | 10.1080/13611267.2011.622078 |
Collection: | Articles publiés dans des revues avec comité de lecture |
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