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Title: MENTORING EXPATRIATE EMPLOYEES: THE INFLUENCE OF MULTIPLE MENTORS ON OVERSEAS EXPERIENCES.
Creator: Littrell, Lisa, Smith-Jentsch, Kimberly, University of Central Florida
Abstract / Description: Sending employees overseas for international work assignments has become a popular practice among today's multinational corporations, albeit one fraught with challenges. These expatriate employees, individuals who relocate internationally for work assignments, face many difficulties ranging from problematic adjustment to inadequate preparation. Mentoring has been proposed as one strategy for alleviating the challenges faced by expatriates and for providing the support expatriates need...
Show moreSending employees overseas for international work assignments has become a popular practice among today's multinational corporations, albeit one fraught with challenges. These expatriate employees, individuals who relocate internationally for work assignments, face many difficulties ranging from problematic adjustment to inadequate preparation. Mentoring has been proposed as one strategy for alleviating the challenges faced by expatriates and for providing the support expatriates need before, during, and after their assignments (Harvey & Wiese, 2002; Mezias & Scandura, 2005). In fact, expatriates that report having a mentor are more likely than expatriates without mentors to have positive career outcomes such as increased job satisfaction and organizational socialization (Feldman & Bolino, 1999; Feldman & Thomas, 1992). Yet, research on expatriate mentoring is still in its infancy as very little empirical research has been conducted. This study will extend past research by 1) investigating the effects of having a mentor and the amount of mentoring provided, 2) exploring the isolated impact of both career development and psychosocial support on expatriate outcomes, and 3) examining the unique impact of mentoring provided by home and host country mentors. The results revealed that the number of mentors that an expatriate reported having was not related to expatriate socialization, cross-cultural adjustment, job satisfaction, intent to remain for the duration of the assignment, or intent to turnover. The results also showed that for the expatriates having two or more mentors, having a diverse group of mentors, that is, at least one mentor from the home country and one mentor from the host country, was not related to any of the expatriate outcomes examined. Further, the results indicated that home and host country colleagues provide unique mentoring functions that predict expatriate outcomes on overseas assignments. Theoretical and practical implications based upon these findings are discussed.
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Date Issued: 2007
Identifier: CFE0001648, ucf:47235
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001648

Title: DOES CHOICE MATTER? THE IMPACT OF ALLOWING PROTEGES TO SELECT THEIR OWN MENTORS.
Creator: Kendall, Dana, Jentsch, Kim, University of Central Florida
Abstract / Description: Many organizations currently implement formal mentoring programs to assist newcomers in their adjustment to organizational norms, standards, and culture. However, very few empirically-established guidelines exist for how to effectively match mentors to protégés in formal programs sponsored by organizations. Typically, organizations attempt to match mentors to protégés based on similarity of goals/interests. However, prior research suggests that even mentors and...
Show moreMany organizations currently implement formal mentoring programs to assist newcomers in their adjustment to organizational norms, standards, and culture. However, very few empirically-established guidelines exist for how to effectively match mentors to protégés in formal programs sponsored by organizations. Typically, organizations attempt to match mentors to protégés based on similarity of goals/interests. However, prior research suggests that even mentors and protégés disagree with respect to their perceived similarity. Consequently, it should be difficult for a program administrator to determine which mentors and protégés are likely to be compatible. Recent research has found that protégés who perceived they had input into their match reported higher quality relationships. The present study extended this research by experimentally manipulating protégé choice and by investigating potential mechanisms through which choice is expected to influence relationship success. Mentors were undergraduate juniors and seniors and protégés were first-semester freshmen randomly assigned to choose their own mentor or to be matched to a mentor by the program administrator. Participants then met online in a private chat room once per week for a period of four weeks (30 minute sessions). Results indicated that when protégés were given the opportunity to choose their own mentors, both mentors and protégés felt more similar to one another. Additionally, protégés had higher expectations for what they would get out of the relationship and were more proactive in soliciting guidance from their mentors. Finally, each instance of coded psychosocial support demonstrated by a mentor related more positively to protégés' ratings of the support they received if they were in the choice condition. In fact, the relationship between coded psychosocial support and protégé ratings of psychosocial support was slightly negative for those who were assigned to a mentor by the researcher. Pre-meeting expectations were found to fully mediate this effect. Finally, protégé-reported psychosocial support was positively associated with self-efficacy and negatively related stress after the fourth chat session. In summary, the results of this study strongly suggest that protégé involvement in the match process can facilitate the quality of formal mentoring programs.
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Date Issued: 2007
Identifier: CFE0001744, ucf:47323
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001744

Title: Are You My Profession? Mentoring, OCBs, and Professional Identity.
Creator: Fullick, Julia, Jentsch, Kimberly, Jentsch, Florian, Jasinski, Jana, University of Central Florida
Abstract / Description: The purpose of the current study was to investigate the influence that academic major advisors and informal mentors can have on an individual's identification with a professional organization and their ensuing level of involvement in that professional organization. The present study is unique in that it is among the few to examine mentoring and OCBs in the context of a voluntary professional organization. Participants were 309 individuals with a doctoral degree who are members of the Society...
Show moreThe purpose of the current study was to investigate the influence that academic major advisors and informal mentors can have on an individual's identification with a professional organization and their ensuing level of involvement in that professional organization. The present study is unique in that it is among the few to examine mentoring and OCBs in the context of a voluntary professional organization. Participants were 309 individuals with a doctoral degree who are members of the Society for Industrial and Organizational Psychology (SIOP), a large professional organization with 7,847 total members (in 2011). The specific type of OCB investigated in this study was voluntary service as a member of committees within the professional organization. Results indicated that individuals' identification with a particular professional organization was stronger if their academic advisor had engaged in greater OCBs within the organization (i.e., chaired a greater number of committees) and if they had one or more informal mentors who were also members of the same professional organization. Those with a greater number of informal mentors in addition to their academic mentor engaged in greater OCBs within the organization (i.e., participated as a member of more committees). Finally, those reporting at least one informal mentor in addition to their academic advisor engaged in greater OCBs within the organization if their informal mentors had engaged in a greater number of OCBs and when those multiple mentors were more balanced with regard to their to their professional setting (i.e., academia or practitioner). Implications for theory and practice will be discussed.
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Date Issued: 2012
Identifier: CFE0004501, ucf:49281
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004501

Title: YOU SCRATCH MY BACK AND I'LL SCRATCH YOURS: MENTOR-PERCEIVED COSTS AND BENEFITS AND THE FUNCTIONS THEY PROVIDE THEIR PROTéGéS.
Creator: Fullick, Julia, Smith-Jentsch, Kimberly, University of Central Florida
Abstract / Description: Mentoring relationships can have both costs and benefits for mentors and their protégés. The present research examined the degree to which mentors' perceived costs and benefits affect the functional and dysfunctional mentoring they provide to their protégés. Additionally, I investigated whether mentor-perceived costs and benefits were associated with the mentors' own goal orientation and the goal orientation of their protégés. Data were...
Show moreMentoring relationships can have both costs and benefits for mentors and their protégés. The present research examined the degree to which mentors' perceived costs and benefits affect the functional and dysfunctional mentoring they provide to their protégés. Additionally, I investigated whether mentor-perceived costs and benefits were associated with the mentors' own goal orientation and the goal orientation of their protégés. Data were collected from 86 protégés and their current supervisory mentors. Consistent with expectations, when mentors reported greater costs of embarrassment associated with their relationship, the protégé reported receiving greater dysfunctional mentoring. Protégés who reported receiving greater functional mentoring tended to have mentors who perceived greater benefits of mentoring them. Both protégé and mentor goal orientations demonstrated significant correlations with mentor-perceived costs and benefits of their relationships. Implications for training and reinforcing functional mentoring will be discussed.
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Date Issued: 2008
Identifier: CFE0002404, ucf:47766
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002404

Title: THE RELATIONSHIP BETWEEN MENTORING AND ELEMENTARY BEGINNING TEACHERS' INTENT TO STAY IN THE TEACHING FIELD.
Creator: Partridge, Deborah, Sivo, Stephen, University of Central Florida
Abstract / Description: The purpose of this survey research study was to determine if a relationship existed between mentoring for beginning elementary teachers and teachers' intent to stay in the teaching field. The key attribute analyzed was the significance of having or not having a mentor. Teachers' perceptions regarding mentoring were analyzed and teacher opinions of the most important elements of a mentoring program were discussed. Results indicated there was not a statistical significance between...
Show moreThe purpose of this survey research study was to determine if a relationship existed between mentoring for beginning elementary teachers and teachers' intent to stay in the teaching field. The key attribute analyzed was the significance of having or not having a mentor. Teachers' perceptions regarding mentoring were analyzed and teacher opinions of the most important elements of a mentoring program were discussed. Results indicated there was not a statistical significance between mentoring and teachers' intent to stay in the teaching field. The qualitative portion of the survey revealed that beginning teachers felt availability, accessibility, and receptivity of the mentor were the three most important elements of a mentoring program. Data from the returned surveys were processed through SPSS Version 11 using a t-test and an analysis of variance (One-Way ANOVA). Based upon the findings, specific recommendations are made to administrators and district level personnel. This cross sectional study was based on theories surrounding effective mentoring practices and job satisfaction leading to employment retention. Dr. Jeffrey Scott created the survey instrument and piloted it in West Alabama in 2004 where it was approved for use. Dr. Scott approved innovations made to the survey instrument. The study was grounded in the theoretical framework of Maslow's Needs Hierarchy and Bandura's Social Cognitive Theory. A total of 71 elementary beginning teachers, out of a total of 135 (52.5%) from ten school sites in a community in Central Florida, completed and returned the anonymous questionnaire that was mailed to them. The ten school sites included both urban and non-urban student population classifications.
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Date Issued: 2007
Identifier: CFE0001747, ucf:47282
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001747

Title: EXPLORING A FIVE FACTOR MENTORING MODEL WITHIN ELEMENTARY SCIENCE.
Creator: Smolik, Joyce, Jeanpierre, Bobby, University of Central Florida
Abstract / Description: The purpose of the study was to explore and describe the perceptions of several elementary science mentors and their mentees within one school district based on a five-factor mentoring model. Utilizing a qualitative methodology in the form of a case study, five mentors and three mentees were interviewed using a structured protocol. From verbatim interview data and field notes, three themes pertaining to the role of the mentor within elementary science emerged as emotional support, technical...
Show moreThe purpose of the study was to explore and describe the perceptions of several elementary science mentors and their mentees within one school district based on a five-factor mentoring model. Utilizing a qualitative methodology in the form of a case study, five mentors and three mentees were interviewed using a structured protocol. From verbatim interview data and field notes, three themes pertaining to the role of the mentor within elementary science emerged as emotional support, technical support, and educative support. Within the five-factor mentoring model, personal attributes suggested notions of support and expert status as critical elements for effective mentoring. The factors of system requirements, pedagogical knowledge, modeling, and feedback were found to be interrelated amongst themselves and with the factor of personal attributes. Effective mentors demonstrated a commitment to the role as well as a flexibility pertaining to role adjustment depending on the context of the mentoring relationship.
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Date Issued: 2010
Identifier: CFE0003438, ucf:48378
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003438

Title: A COMPARISON OF MENTORED AND NON-MENTORED NOVICE ELEMENTARY PRINCIPALS IN RESPECT TO JOB SATISFACTION.
Creator: Skinner, Colleen, Pawlas, George, University of Central Florida
Abstract / Description: The purpose of this study was to determine if mentoring programs had an impact on job satisfaction for beginning elementary principals in the state of Florida. It also examined if the following factors impacted job satisfaction: (a) length of the mentoring program, (b) frequency of meetings, (c) selection process for the mentor, (d) the position of the mentor, or (e) age and gender of the beginning principal. The population for the study consisted of 108 elementary principals with more than...
Show moreThe purpose of this study was to determine if mentoring programs had an impact on job satisfaction for beginning elementary principals in the state of Florida. It also examined if the following factors impacted job satisfaction: (a) length of the mentoring program, (b) frequency of meetings, (c) selection process for the mentor, (d) the position of the mentor, or (e) age and gender of the beginning principal. The population for the study consisted of 108 elementary principals with more than six months and less than fours years of experience in the state of Florida. Twenty-four districts participated in the study, covering all five regional areas in Florida. An online questionnaire, consisting of Bowling Green State University's Job Description Index and Job in General, was administered. The Job Description Index contained five subcategories of Work, Pay, Opportunities for Promotion, Supervision, and People at Work. The instrument Job in General provided an overall job satisfaction rating. An analysis of the Pearson Correlation found there was no statistically significant relationship for those who were in a mentor program compared to those who were not in a mentor program as a beginning principal. However, a Pearson Correlation found a statistically significant relationship between the frequency a mentor met with the beginning principal and job satisfaction in four subcategories: (a) Supervision, (b) Promotion, (c) Pay and (d) People at Work. There was also a significant relationship between the frequency of meeting with a mentor and the Job in General score. Additional analysis showed no statistically significant difference based on the length of the mentoring program, age and gender of the beginning principal, and the position held by the mentor. Recommendations based on this study include providing a formal mentoring program with established guidelines for the frequency of meetings. A school district may design mentor programs to meet the needs of their beginning principals, but close attention should be given to guidelines ensuring regular contact between the mentors and beginning principals. Future studies may continue the research into other factors of mentoring, such as whether a reporting system is in place or follow-up is required by the mentor. Also, this study may be replicated with secondary principals or expanded beyond the state of Florida.
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Date Issued: 2006
Identifier: CFE0001434, ucf:47045
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001434

Title: INFLUENCE OF PEER MENTORSHIP ON NURSING EDUCATION AND STUDENT ATTRITION.
Creator: Gisi, Brittany, Heglund, Stephen, University of Central Florida
Abstract / Description: Peer mentoring is the exchange of skills or knowledge from a more experienced individual to a novice in the same field. Due to the constraints placed on nursing education, many students struggle to complete the nursing curriculum. This leads to high attrition rates within colleges of nursing. Without maximizing graduate rates, the current nursing shortage is exacerbated. This integrated literature review examines the impact of more experienced nursing students mentoring their junior peers....
Show morePeer mentoring is the exchange of skills or knowledge from a more experienced individual to a novice in the same field. Due to the constraints placed on nursing education, many students struggle to complete the nursing curriculum. This leads to high attrition rates within colleges of nursing. Without maximizing graduate rates, the current nursing shortage is exacerbated. This integrated literature review examines the impact of more experienced nursing students mentoring their junior peers. With implementation of peer mentoring attrition rates were reduced. Additionally, the research showed that mentees experienced an enhanced feeling of support and were able to learn more efficiently. Mentors benefited from the arrangement with enhanced leadership and teaching abilities. Instructors of nursing programs also benefited from the arrangement by having decreased demand for review sessions, which could be taken over by the mentors, and could focus on enhancing their lessons or other educational obligations.
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Date Issued: 2011
Identifier: CFH0003778, ucf:44752
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0003778

Title: Overcoming Beginning Teacher Attrition.
Creator: Adcock, Jill, Cox, Dr. Thomas, Hopp, Carolyn, Vitale, Thomas, Ellis, Amanda, University of Central Florida
Abstract / Description: The goal of this research was to increase the retention of beginning teachers in a large urban public school district in Central Florida through the refinement of the current induction program. In order to understand the needs of beginning teachers, four key stakeholders were surveyed using an online pilot survey developed by the researchers. Beginning teachers, mentors, instructional coaches, and principals each provided their perspective and perceptions on the needs of beginning teachers....
Show moreThe goal of this research was to increase the retention of beginning teachers in a large urban public school district in Central Florida through the refinement of the current induction program. In order to understand the needs of beginning teachers, four key stakeholders were surveyed using an online pilot survey developed by the researchers. Beginning teachers, mentors, instructional coaches, and principals each provided their perspective and perceptions on the needs of beginning teachers. Through the analysis of the qualitative results, several commonalities emerged. These themes included discrepancies regarding knowledge and completion of district induction requirements, as well as between the implementation of school-based induction programs. Based upon the themes of the research and the literature on supporting beginning teachers, a framework was developed to meet the needs of the beginning teachers in order to reduce attrition within the large urban school district. The framework entailed the refinement of the district induction program and the development of a school-based induction program. The amendment of the district induction program included accountability for all stakeholders, three years of induction support for beginning teachers, structures for tracking the completion of induction requirements by beginning teachers, and training for mentors, instructional coaches, and administrators regarding the district induction requirements. The school based induction framework contains support for a beginning teacher's first three years including specific support by mentors, instructional coaches, and administrators. The framework has been developed based upon the needs of the large urban school district in Central Florida but also has the potential to be applied to any large urban school district. The nature of the framework is that it provides the basic structure and can be customized to meet the needs of any district or school.
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Date Issued: 2016
Identifier: CFE0006242, ucf:51072
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0006242

Title: THE IMPACT OF ORGANIZATIONAL POLITICS ON MENTORING RELATIONSHIPS.
Creator: Bencaz, Nicholas, Jentsch, Kimberly, University of Central Florida
Abstract / Description: Mentoring in the workplace has become an increasingly popular trend because of its touted success at addressing the career and social related needs of employees. While the majority of the research on mentoring has examined protégé benefits, far fewer studies have examined the potential negative effects of mentoring. Moreover, little is known about the antecedents of negative mentoring experiences. A primary objective of the present study was to investigate relations between...
Show moreMentoring in the workplace has become an increasingly popular trend because of its touted success at addressing the career and social related needs of employees. While the majority of the research on mentoring has examined protégé benefits, far fewer studies have examined the potential negative effects of mentoring. Moreover, little is known about the antecedents of negative mentoring experiences. A primary objective of the present study was to investigate relations between mentor and protégé perceptions of organizational politics and reports of functional and dysfunctional mentoring. In addition, I examined the joint contribution of functional and dysfunctional mentoring to a number of protégé outcomes. Data were collected from 93 mentor-protégé dyads employed across the United States by a marketing communications business. Results indicated that mentors who perceived their climate to be more political expressed greater motivation to mentor for their own self-enhancement and lesser motivation to mentor for their own intrinsic satisfaction. Protégés who perceived their climate to be more political reported a greater incidence of dysfunctional mentoring. Protégé reports of the functional mentoring they received accounted for unique variance in predicting supervisor ratings of their performance, whereas dysfunctional mentoring accounted for unique variance in predicting turnover intentions, stress, and job satisfaction. The results of this study broaden our understanding of the manner in which mentoring relationships can go awry.
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Date Issued: 2008
Identifier: CFE0002195, ucf:47923
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002195

Title: THE ROLE OF MENTORING ON THE DEVELOPMENT OF ETHNIC IDENTITY AS IT RELATES TO BODY IMAGE CONCERNS IN ETHNIC MINORITY WOMEN.
Creator: Cokley, Raven, Murdoch, Erin, University of Central Florida
Abstract / Description: Emerging literature emphasizes the importance of mentoring in the development of minority youth. In particular, mentoring influences the development of youths' sense of self and self-concept. By examining the conceptual frameworks of both mentoring and racial socialization, this study summarizes the theoretical processes associated with youth development and how such development relates to young women's ethnic/racial identity including their body image. The mentoring relationship is examined...
Show moreEmerging literature emphasizes the importance of mentoring in the development of minority youth. In particular, mentoring influences the development of youths' sense of self and self-concept. By examining the conceptual frameworks of both mentoring and racial socialization, this study summarizes the theoretical processes associated with youth development and how such development relates to young women's ethnic/racial identity including their body image. The mentoring relationship is examined with a small pool of ethnic-minority, college-aged female participants to explore whether there is a relationship between having received positive mentoring and the participant's current body image perceptions.
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Date Issued: 2013
Identifier: CFH0004395, ucf:44984
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFH0004395

Title: THE EFFECTS OF TRAINING ON GOAL ORIENTATION, MENTORING RELATIONSHIP PROCESSES, AND OUTCOMES.
Creator: Scielzo, Shannon, Smith-Jentsch, Kimberly, University of Central Florida
Abstract / Description: The purpose of the current study was to examine the effectiveness of preparatory training for mentors and protégés with respect to relationship processes and outcomes. Specifically, it was proposed that training provided to mentors and their protégés should foster a high learning goal orientation and a low avoid goal orientation. The former is associated with learning for the sake of continuous improvement and the latter is associated with a willingness to be...
Show moreThe purpose of the current study was to examine the effectiveness of preparatory training for mentors and protégés with respect to relationship processes and outcomes. Specifically, it was proposed that training provided to mentors and their protégés should foster a high learning goal orientation and a low avoid goal orientation. The former is associated with learning for the sake of continuous improvement and the latter is associated with a willingness to be perceived by others as having failed at a task. It was hypothesized that mentors and protégés who received goal orientation training prior to beginning their formal mentoring sessions would engage in greater feedback-seeking and would be more willing to self-disclose potentially ego-threatening information. Moreover, it was expected that training would also lead participants to expect such behaviors from their partners and as a result respond more positively when the desired behaviors were demonstrated. Eighty (i.e., first and second semester freshmen) were paired with eighty mentors (i.e., college juniors and seniors with a minimum grade point average of 3.0), resulting in a total of 160 study participants. All participants received one hour of preparatory training. A two by two factorial design was employed whereby mentors and protégés each received either goal orientation training or training simply designed to orient them to computer-mediated communication. After training, mentors and protégés met with one another using online chat for four, 30-minute weekly chat sessions. Results indicated that a) protégés in a high state of avoid goal orientation felt they received less psychosocial support the more their mentor disclosed his/her own personal downfalls, b) mentors who received goal orientation training felt they had provided greater career support the more their protégés sought feedback but the reverse was true for mentors who did not receive goal orientation training, c) mentor self-disclosure was more strongly related to their protégé's self-disclosure if the protégé had received goal orientation training, and finally d) mentor and protégé perceptions of the psychosocial and career support that had been provided/received during online sessions were more strongly correlated if the two had received the same type of preparatory training (especially if both received goal orientation training).
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Date Issued: 2008
Identifier: CFE0002203, ucf:47918
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002203

Title: The Relationship between Mentoring and Social Status at Work: A Social Network Status Study.
Creator: Flowers, Lakeesha, Jentsch, Kimberly, Fritzsche, Barbara, Wooten, William, Chepenik, Nancy, University of Central Florida
Abstract / Description: Mentoring is an important means of developing talent. Typically, mentoring involves two individuals (-) a mentor, who provides career development and psychosocial support to a less experienced counterpart (the prot(&)#233;g(&)#233;). Because mentoring is related to several desired outcomes such as career advancement, and job satisfaction, it is important to understand which individual characteristics are important to obtaining or providing effective mentoring. It is also necessary to examine...
Show moreMentoring is an important means of developing talent. Typically, mentoring involves two individuals (-) a mentor, who provides career development and psychosocial support to a less experienced counterpart (the prot(&)#233;g(&)#233;). Because mentoring is related to several desired outcomes such as career advancement, and job satisfaction, it is important to understand which individual characteristics are important to obtaining or providing effective mentoring. It is also necessary to examine potential but unconfirmed outcomes of mentoring such as social network status. This study examined the relationships between several individual characteristics, namely social intelligence and emotional intelligence, and mentoring relationships. In addition, this study examined the relationships between mentoring and social network status. In this non-experimental study, there were several unique relationships among these constructs. The results indicate a person's social intelligence is indicative of their status as a mentor (or not a mentor) but is not related to status as a prot(&)#233;g(&)#233; (or not a prot(&)#233;g(&)#233;). In addition, a mentor's perception of the costs and benefits of mentoring were explained by the prot(&)#233;g(&)#233;'s social intelligence and emotional intelligence. A mentor's social intelligence also explained the quality of the mentoring given. Finally, a mentor's social network status was related to the prot(&)#233;g(&)#233;'s social network status but this relationship was not due to the mentoring received. This study provides one of the first examinations of the relationship between mentoring and social network status and provides areas for future research and practical considerations.
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Date Issued: 2012
Identifier: CFE0004308, ucf:49478
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004308

Title: The Relationship of Participation in a Summer Transition Program for At-risk Ninth Grade Students and their Performance in Algebra I.
Creator: Sanchez, Jose, Taylor, Rosemarye, Doherty, Walter, Baldwin, Gordon, Hahs-Vaughn, Debbie, University of Central Florida
Abstract / Description: This study examined the Summer Transition Program in a large suburban school district.(&)nbsp; One of the common concerns of education leaders is the number of students who choose to dropout of high school.(&)nbsp; The eighth to ninth grade Summer Transition Program has been implemented to address the high school dropout issue and was the focus of this study.(&)nbsp; The researcher examined if participation in the Summer Transition Program could be predicted by student subgroup, to what...
Show moreThis study examined the Summer Transition Program in a large suburban school district.(&)nbsp; One of the common concerns of education leaders is the number of students who choose to dropout of high school.(&)nbsp; The eighth to ninth grade Summer Transition Program has been implemented to address the high school dropout issue and was the focus of this study.(&)nbsp; The researcher examined if participation in the Summer Transition Program could be predicted by student subgroup, to what extent, if any, participation in the Summer Transition Program had on the academic success in Algebra I, and if there is a relationship with academic success in Algebra I and at-risk factors.
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Date Issued: 2013
Identifier: CFE0004928, ucf:49635
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004928

Title: Beauty and the Beast: The Attractiveness Bias in an Online Peer Mentoring Program.
Creator: Garcia, Carollaine, Jentsch, Kimberly, Jentsch, Florian, Fritzsche, Barbara, Burke, Shawn, University of Central Florida
Abstract / Description: The bias against attractiveness is fairly implicit and furthermore, powerfully impacts people's subsequent impressions of and behaviors toward others (Cash, Gillen, (&) Burns, 1977; Dion et al., 1972). Pallet, Link and Lee (2010) examined the effect of various facial spatial configurations on attractiveness and found that raters rated faces as most attractive when the eye-to-mouth ratio approximated 36% of the face length (the "golden ratio"), which coincides with the measurements of an...
Show moreThe bias against attractiveness is fairly implicit and furthermore, powerfully impacts people's subsequent impressions of and behaviors toward others (Cash, Gillen, (&) Burns, 1977; Dion et al., 1972). Pallet, Link and Lee (2010) examined the effect of various facial spatial configurations on attractiveness and found that raters rated faces as most attractive when the eye-to-mouth ratio approximated 36% of the face length (the "golden ratio"), which coincides with the measurements of an average and thus more attractive face. The present study examined the extent to which the distance of these objectively measured facial features affected mentors' perceptions of their prot(&)#233;g(&)#233;s, the subsequent mentoring given to them, and the prot(&)#233;g(&)#233;s' own behavior (e.g. seek feedback, request specific information).The gender composition of the mentor-prot(&)#233;g(&)#233; dyad was expected to moderate these relationships. I also examined whether, given the expected effects of facial measurements, withholding access to visual cues would affect mentor perceptions and behavior. Participants were 118 mentor/prot(&)#233;g(&)#233; dyads from a large Southeastern university who volunteered to participate in a formal online peer mentoring program. After seeing their prot(&)#233;g(&)#233;s' profiles (and for those in the experimental condition, a picture), mentors chatted with their prot(&)#233;g(&)#233;s once a week for 30 minutes for a total of 4 weeks. Results indicated that prot(&)#233;g(&)#233;s with facial features moderately distant from the golden ratio were perceived as more similar by mentors in same-gender dyads and received greater mentoring than did prot(&)#233;g(&)#233;s closest and farthest from the golden ratio. In opposite-gender dyads, however, mentors reported greater similarity toward those that were farthest from the golden ratio but provided the greatest mentoring to those closest to the golden ratio. The relationship between facial measurements and prot(&)#233;g(&)#233; proactivity was moderated by whether or not their mentor had access to their picture. While prot(&)#233;g(&)#233;s closest to the ratio were more proactive in the picture condition, those that were farthest from it were more proactive in the non-picture condition. Proactivity was as expected associated with greater levels of mentoring, which was ultimately related to a more fulfilled and beneficial relationship for prot(&)#233;g(&)#233;s (i.e. less stress, greater self-efficacy and satisfaction). The results of this study indicate that facial measurements are associated with both differences in mentor and in prot(&)#233;g(&)#233; behavior and that the specific nature of these relationships differs as a function of gender composition. Implications for practice and theory will be discussed.
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Date Issued: 2012
Identifier: CFE0004504, ucf:49275
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004504

Title: A CASE STUDY OF THE EFFECTS OF INQUIRY BASED PROFESSIONAL DEVELOPMENT THROUGH THE USE OF A MENTOR ON AN ALTERNATIVELY CERTIFIED ELEMENTARY TEACHER'S SCIENCE TEACHING SELF-EFFICACY.
Creator: Thrift, Michelle, Jeanpierre, Bobby, University of Central Florida
Abstract / Description: One alternatively certified elementary teacher was the subject of this sixteen week research study on science teaching self-efficacy. The researcher taught inquiry based student level science lessons to the fourth grade teacher. The teacher participant, in turn, taught those same lessons to her class while the researcher observed and took field notes. The participant responded to specific open ended questions in a journal after each science experience and also completed three interviews with...
Show moreOne alternatively certified elementary teacher was the subject of this sixteen week research study on science teaching self-efficacy. The researcher taught inquiry based student level science lessons to the fourth grade teacher. The teacher participant, in turn, taught those same lessons to her class while the researcher observed and took field notes. The participant responded to specific open ended questions in a journal after each science experience and also completed three interviews with the researcher. Each sequential lesson from the researcher was then modified based on participant needs. The participant completed the STEBI (Science Teaching Efficacy Belief Instrument) as a pre and post test to measure the effects of the above mentioned activities. The collected data from the STEBI was reported quantitatively. The collected data from the reflective journal entries and interviews were reported qualitatively. After careful analysis of the data gathered for this case study, the researcher came to the conclusion that inquiry based professional development through the use of a mentor affected the alternatively certified elementary teacher's science teaching self-efficacy. The subject maintained a positive attitude about the use of a mentor for the duration of the study and her Personal Science Teaching Efficacy increased or stayed the same on all of the STEBI questions. Limitations of the study as well as recommendations for further research were also discussed.
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Date Issued: 2007
Identifier: CFE0001618, ucf:47189
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0001618

Title: THE RELATIONSHIP BETWEEN RESEARCH SELF-EFFICACY, PERCEPTIONS OF THE RESEARCH TRAINING ENVIRONMENT AND INTEREST IN RESEARCH IN COUNSELOR EDUCATION DOCTORAL STUDENTS: AN EX-POST-FACTO, CROSS SECTIONAL CORRELATIONAL INVESTIGATION.
Creator: Vaccaro, Nicole, Lambie, Glenn, University of Central Florida
Abstract / Description: ABSTRACT The purpose of this study was to investigate the relationship between research self-efficacy (as measured by the Research Self-Efficacy Scale [Greeley et al., 1989]), perceptions of the research training environment (as measured by the Research Training Environment Scale – Revised [Gelso et al., 1996]), and interest in research (as measured by the Interest in Research Questionnaire [Bieschke & Bishop, 1994]) within a national sample of doctoral counselor education students (N =...
Show moreABSTRACT The purpose of this study was to investigate the relationship between research self-efficacy (as measured by the Research Self-Efficacy Scale [Greeley et al., 1989]), perceptions of the research training environment (as measured by the Research Training Environment Scale – Revised [Gelso et al., 1996]), and interest in research (as measured by the Interest in Research Questionnaire [Bieschke & Bishop, 1994]) within a national sample of doctoral counselor education students (N = 89). Additionally, the study investigated whether there were differences between levels of research self-efficacy, perceptions of the research training environment, and interest in research in relation to the demographic characteristics (i.e., age, gender, race/ethnicity, scholarly productivity, reported professional aspirations, and number of doctoral-level research courses completed) of counselor education doctoral students. An ex-post facto, cross-sectional design was implemented which included the following statistical analyses: Pearson's correlation coefficients (two-tailed), simultaneous multiple regression, and analysis of variance (ANOVA). Findings identified that the demographic variables of age and doctoral-level research courses completed had a statistically significant effect upon perceptions of the research training environment. In addition, results suggested that scholarly activity had a statistically significant effect on research self-efficacy scores. Finally, interest in research was positively correlated with research self-efficacy scores. In summary, the study addressed the present void in the counselor education literature with regard to counselor education doctoral students' development in the areas of research self-efficacy, perceptions of the research training environment, and interest in research. In order to contribute to the counselor education literature and support doctoral student development, it is crucial that counselor education doctoral training programs provide an effective research training environment to foster and encourage student research. Recognizing and appreciating the influence of counselor education doctoral students' research self-efficacy, perceptions of the research training environment, and interest in research may not only be important for students, but is also necessary for counselor education doctoral preparation programs to continue to develop and prepare students for academic positions and success. Study findings may provide beneficial information to assist colleges and universities to develop and tailor polices to encourage and foster research amongst their doctoral counselor education students.
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Date Issued: 2009
Identifier: CFE0002511, ucf:47681
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002511

Title: LISTENING TO STUDENT VOICES: WEB-BASED MENTORING FOR BLACK MALE STUDENTS WITH EMOTIONAL DISORDERS.
Creator: Grant, David, Dieker, Lisa, University of Central Florida
Abstract / Description: The voices of Black male students labeled ED are seldom heard regarding their perspectives on education and their lives in general. By excluding their opinions, educators are missing an important aspect that could improve educational services for Black males with ED. Therefore, this study was undertaken to determine the implications of Web-based mentoring as a platform for Black male students with ED to articulate their thoughts on the factors that impact their behaviors and achievement....
Show moreThe voices of Black male students labeled ED are seldom heard regarding their perspectives on education and their lives in general. By excluding their opinions, educators are missing an important aspect that could improve educational services for Black males with ED. Therefore, this study was undertaken to determine the implications of Web-based mentoring as a platform for Black male students with ED to articulate their thoughts on the factors that impact their behaviors and achievement. Mentoring as an intervention granted Black males with ED a platform to share their thoughts. Technology was used as an educational resource to academically engage students with ED. Mentoring and technology were combined in a Web-based mentoring model designed to simulate traditional mentoring. Individual mentoring was simulated using live video conferencing. Role modeling was simulated by featuring video clips of the mentor in authentic capacities and group mentoring discussions were simulated by featuring a participant blog on the web site. To determine the implication and emergent themes of Web-based mentoring, two Black males with ED in high school participated in the study. Results of the study revealed that the participant's behavior and achievement were impacted by negative school and home environments. For Student One, negative school environments, specifically poor peer relations, resulted in aggressive behaviors that interfered with his academic progress. He stated, "I thought it would be different in high school, but it is the same as middle school. Student Two expressed disappointment with his home environment stating, "With all I got going on, it is hard to focus on school." Implications of the model on attendance, achievement, and behavior did not demonstrate an appreciable impact. However, both student participants expressed satisfaction with the model and the opportunity to share their thoughts openly.
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Date Issued: 2008
Identifier: CFE0002316, ucf:47828
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0002316

Title: Counselor education doctoral students' levels of Research Self-Efficacy, Interest in Research, and Research Mentoring: A cross-sectional investigation.
Creator: Petko, John, Lambie, Glenn, Robinson, Edward, Van Horn, Stacy, Sivo, Stephen, University of Central Florida
Abstract / Description: ABSTRACTDoctoral counselor education programs are charged to develop effective researchers; however, limited investigations have examined research constructs in counselor educators-in-training. Therefore, this study will investigate a national sample of doctoral counselor education students' levels of research self-efficacy (Research Self-Efficacy Scale; Greeley, et. al 1989), interest in research (Interest in Research Questionnaire; Bishop (&) Bieschke, 1994), and research mentoring ...
Show moreABSTRACTDoctoral counselor education programs are charged to develop effective researchers; however, limited investigations have examined research constructs in counselor educators-in-training. Therefore, this study will investigate a national sample of doctoral counselor education students' levels of research self-efficacy (Research Self-Efficacy Scale; Greeley, et. al 1989), interest in research (Interest in Research Questionnaire; Bishop (&) Bieschke, 1994), and research mentoring (Research Mentoring Experiences Scale; Hollingsworth (&) Fassinger, 2002). A cross-sectional, correlational research design will be used to test if doctoral counselor education students' year of preparation (1st, 2nd, or 3rd year) predicts their research self-efficacy, interest in research, and research mentoring scores. In addition, the study will investigate if doctoral students' research practices, (e.g., publishing refereed journal articles, presenting papers at national conferences) correlates with their levels of the three research constructs. Limitations and implications for the study will be discussed.
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Date Issued: 2012
Identifier: CFE0004583, ucf:49212
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0004583

Title: INCREASING NOVICE TEACHER SUPPORT IN 21ST CENTURY CLASSROOMS: INDUCTION AND MENTORING FOR BEGINNING TEACHERS THROUGH BUG-IN-EAR TECHNOLOGY.
Creator: Wade, Wanda, Cross, Lee, University of Central Florida
Abstract / Description: Novice teachers in todayÃ‚Â's classroom are in need of support during the initial years of teaching. Providing beginning teachers in special education classroom settings with coaching and immediate feedback through Bug-In-Ear, Bluetooth technology has been identified as a effective strategy for supporting beginning teachers while simultaneously improving generalization and maintenance of instructional strategies in diverse classrooms (Anagnostopoulous, Smith & Basmadjian...
Show moreNovice teachers in todayÃ‚Â's classroom are in need of support during the initial years of teaching. Providing beginning teachers in special education classroom settings with coaching and immediate feedback through Bug-In-Ear, Bluetooth technology has been identified as a effective strategy for supporting beginning teachers while simultaneously improving generalization and maintenance of instructional strategies in diverse classrooms (Anagnostopoulous, Smith & Basmadjian, 2007; Darling-Hammond and Baratz-Snowden, 2007; Brownell, Ross, Colon & McCallum, 2005). The present study was designed to examine the effects of using BIE, Bluetooth technology with novice teachers in inclusionary settings at a PK-5 charter school. As it has been demonstrated, Bug-In-Ear Bluetooth technology has allowed supervisors and mentors to increase desired teacher behaviors by providing immediate feedback, coaching and prompting during instructional delivery (Scheeler, McAfee, Ruhl and Lee (2006), Scheeler, Ruhl & McAfee, 2004; & Rock, et al., (2009). Specifically, this study looked to increase the average rate per minute of specific feedback statements made to students during reading instruction. Additionally, maintenance of increased rates of specific feedback once BIE coaching and prompting were withdrawn was also of interest. A multiple-baseline design across participants was used. Data were collected during baseline, intervention, and withdrawal phases. The independent variable was identified as prompts delivered by the coach through BIE Bluetooth technology. The dependent variable for this study was the average rate per minute of specific feedback statements made during reading instruction. Overall, the average rate per minute of specific feedback provided to students during reading instruction increased substantially with the use of Bug-In-Ear Bluetooth technology. Further, participants sustained higher than baseline averages of specific feedback provided to students. This study extended Scheeler (2004, 2006), and RockÃ‚Â's (2009) research on the use of immediate feedback through BIE technology, and demonstrated the effectiveness of this observation method with various participants, groups of students, and classroom diversity.
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Date Issued: 2010
Identifier: CFE0003368, ucf:48447
Format: Document (PDF)
PURL: http://purl.flvc.org/ucf/fd/CFE0003368

mentoring (10)	+ -
mentor (7)	+ -
Mentoring (4)	+ -
career development (3)	+ -
attrition (2)	+ -

elementary science (2)	+ -
induction (2)	+ -
mentorship (2)	+ -
protege (2)	+ -
research mentoring (2)	+ -
research self-efficacy (2)	+ -
At-risk (1)	+ -
BSN (1)	+ -
Beginning Teacher (1)	+ -
Black (1)	+ -
Body Image (1)	+ -
Bug-In-Ear (1)	+ -
Coaching (1)	+ -
Computer-Mediated Communication (1)	+ -
Dysfunctional mentoring (1)	+ -
Ethnic Identity (1)	+ -
Goal Orientation (1)	+ -
Hurricane Maria (1)	+ -
Immediate Feedback (1)	+ -
Induction (1)	+ -
Mathematics and Science (1)	+ -
Novice Teachers (1)	+ -
OCBs (1)	+ -
Organizational Politics (1)	+ -
PhD (1)	+ -

ETD Collection (22)	+ -
Honors Collection (3)	+ -

University of Central Florida (25)	+ -
Jentsch, Kimberly (4)	+ -
Jeanpierre, Bobby (3)	+ -
Smith-Jentsch, Kimberly (3)	+ -
Cox, Dr. Thomas (2)	+ -

Doherty, Walter (2)	+ -
Ellis, Amanda (2)	+ -
Fritzsche, Barbara (2)	+ -
Fullick, Julia (2)	+ -
Hopp, Carolyn (2)	+ -
Jentsch, Florian (2)	+ -
Lambie, Glenn (2)	+ -
Sivo, Stephen (2)	+ -
Taylor, Rosemarye (2)	+ -
Vitale, Thomas (2)	+ -
Adcock, Jill (1)	+ -
Baldwin, Gordon (1)	+ -
Baldwin, Lee (1)	+ -
Bencaz, Nicholas (1)	+ -
Biraimah, Karen (1)	+ -
Boote, David (1)	+ -
Burke, Shawn (1)	+ -
Bush, Sarah (1)	+ -
Chepenik, Nancy (1)	+ -
Cokley, Raven (1)	+ -
Cross, Lee (1)	+ -
Daire, Andrew (1)	+ -
Dieker, Lisa (1)	+ -
Flowers, Lakeesha (1)	+ -
Garcia, Carollaine (1)	+ -

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