Reviewing the effect of student mentoring on the academic performance of undergraduate students identified as ‘at risk’

This paper outlines an early intervention programme based upon the belief that being proactive rather than reactive increases a student’s academic and social success. Twenty-one students from a cohort of 40 who were identified as being ‘at risk’ participated in a three-session mentoring programme....

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Autores principales:	Chris Maharaj, Erik Blair, Margo Burns
Formato:	article
Lenguaje:	EN
Publicado:	Association for Learning Development in Higher Education (ALDinHE) 2021
Materias:	mentoring grade-point average attainment Attribution Theory Theory and practice of education LB5-3640
Acceso en línea:	https://doaj.org/article/69012aad589a451e9b3f890f0e2332e8
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id	oai:doaj.org-article:69012aad589a451e9b3f890f0e2332e8
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spelling	oai:doaj.org-article:69012aad589a451e9b3f890f0e2332e82021-11-29T14:02:04ZReviewing the effect of student mentoring on the academic performance of undergraduate students identified as ‘at risk’10.47408/jldhe.vi20.6051759-667Xhttps://doaj.org/article/69012aad589a451e9b3f890f0e2332e82021-03-01T00:00:00Zhttps://repl.gianfj.com/index.php/jldhe/article/view/605https://doaj.org/toc/1759-667X This paper outlines an early intervention programme based upon the belief that being proactive rather than reactive increases a student’s academic and social success. Twenty-one students from a cohort of 40 who were identified as being ‘at risk’ participated in a three-session mentoring programme. Grade-point averages (GPAs) were recorded pre- and post- intervention, for both the intervention group and those who did not participate in the programme. Results are interpreted through the lens of Attribution Theory – in which outcomes are related to how perceived challenges are addressed. The results show that, on average, the GPAs for those who received mentoring improved by 35% between semester 1 and semester 2, whereas the non-intervention group only increased their GPAs by an average of 15%. Chris MaharajErik BlairMargo BurnsAssociation for Learning Development in Higher Education (ALDinHE)articlementoringgrade-point averageattainmentAttribution TheoryTheory and practice of educationLB5-3640ENJournal of Learning Development in Higher Education, Iss 20 (2021)
institution	DOAJ
collection	DOAJ
language	EN
topic	mentoring grade-point average attainment Attribution Theory Theory and practice of education LB5-3640
spellingShingle	mentoring grade-point average attainment Attribution Theory Theory and practice of education LB5-3640 Chris Maharaj Erik Blair Margo Burns Reviewing the effect of student mentoring on the academic performance of undergraduate students identified as ‘at risk’
description	This paper outlines an early intervention programme based upon the belief that being proactive rather than reactive increases a student’s academic and social success. Twenty-one students from a cohort of 40 who were identified as being ‘at risk’ participated in a three-session mentoring programme. Grade-point averages (GPAs) were recorded pre- and post- intervention, for both the intervention group and those who did not participate in the programme. Results are interpreted through the lens of Attribution Theory – in which outcomes are related to how perceived challenges are addressed. The results show that, on average, the GPAs for those who received mentoring improved by 35% between semester 1 and semester 2, whereas the non-intervention group only increased their GPAs by an average of 15%.
format	article
author	Chris Maharaj Erik Blair Margo Burns
author_facet	Chris Maharaj Erik Blair Margo Burns
author_sort	Chris Maharaj
title	Reviewing the effect of student mentoring on the academic performance of undergraduate students identified as ‘at risk’
title_short	Reviewing the effect of student mentoring on the academic performance of undergraduate students identified as ‘at risk’
title_full	Reviewing the effect of student mentoring on the academic performance of undergraduate students identified as ‘at risk’
title_fullStr	Reviewing the effect of student mentoring on the academic performance of undergraduate students identified as ‘at risk’
title_full_unstemmed	Reviewing the effect of student mentoring on the academic performance of undergraduate students identified as ‘at risk’
title_sort	reviewing the effect of student mentoring on the academic performance of undergraduate students identified as ‘at risk’
publisher	Association for Learning Development in Higher Education (ALDinHE)
publishDate	2021
url	https://doaj.org/article/69012aad589a451e9b3f890f0e2332e8
work_keys_str_mv	AT chrismaharaj reviewingtheeffectofstudentmentoringontheacademicperformanceofundergraduatestudentsidentifiedasatrisk AT erikblair reviewingtheeffectofstudentmentoringontheacademicperformanceofundergraduatestudentsidentifiedasatrisk AT margoburns reviewingtheeffectofstudentmentoringontheacademicperformanceofundergraduatestudentsidentifiedasatrisk
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Reviewing the effect of student mentoring on the academic performance of undergraduate students identified as ‘at risk’

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