Outcomes Associated with Mentorship for Canadian University Students Transitioning to Adulthood

The transition from high school to university is a time when young adults are vulnerable to a range of potentially negative outcomes; however, having a mentor as a form of positive social support can increase resilience and is associated with long-term positive outcomes. The current study examined a wide range of self-reported outcomes for 148 Canadian university students during their transition to adulthood, comparing those with a natural mentor to those without. Significant differences between those with a mentor and those without were found related to academics (academic/career goals, school importance), life satisfaction, and readiness for adulthood. Mentorship was also found to significantly predict readiness for adulthood in a regression model, after accounting for support from family and friends. Based on the current findings, high schools and universities should consider encouraging natural mentorship to aid in the transition after high school.

Name thesis:degree_name

Master of Science (MSc)

Discipline thesis:degree_discipline

Applied Psychology

Grantor dc:publisher.institution

Graduate Studies

Year dc:date.issued

2013

Author dc:creator

• Dowd, Roxanne

Advisor dc:contributor.advisor

• Nordstokke, David

• Educational Psychology

Statement dc:rights

• University of Calgary graduate students retain copyright ownership and moral rights for their thesis. You may use this material in any way that is permitted by the Copyright Act or through licensing that has been assigned to the document. For uses that are not allowable under copyright legislation or licensing, you are required to seek permission.

Language dc:language.iso

eng

DOI

http://dx.doi.org/10.11575/PRISM/27239

OAI identifier oai:identifier

oai:ucalgary.scholaris.ca:11023/1111