Academic mentoring and dropout prevention for students in math, science and technology

Authors: Larose, SimonCyrenne, Diane; Garceau, Odette; Harvey, MarylouGuay, FrédéricGodin, FannyTarabulsy, 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
This document was published in: Mentoring & Tutoring: Partnership for Learning, Vol. 19 (4), 419–439 (2011)
Trentham Books
Alternative version: 10.1080/13611267.2011.622078
Collection:Articles publiés dans des revues avec comité de lecture

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