A large body of research suggest positive educational contexts may buffer against negative effects of childhood trauma for some individuals (Bessey, 2017). However, to date, only a small body of research has examined the characteristics of students’ approaches to learning that may interact with mentorship experiences in higher education and support greater well-being for this population (Mak, 2012). Studies suggest mentorship relationships in higher education are critical for the well-being of at-risk students, as they provide greatly needed social support and guidance (Al Makhamreh & Stockley, 2019). Literature also indicates that generative force characteristics of students may support mentorship experiences (Bronfenbrenner & Morris, 2006; Mak, 2012). The present study examines individual approaches to learning for those who have experienced at least three adverse childhood experiences and who have completed at least two years of higher education. The role mentorship plays in strengthening the relationship between curiosity, hope, and growth mindset of at-risk college students and their well-being was explored. A total of fifty participants between 20 and 29-years-old completed the Growth Mindset Scale, the Five-Dimensional Curiosity Scale, the Hope Scale, the Patient Health Questionnaire-9 Depressive Assessment, and The Mentorship Effectiveness Scale. Results were examined using multiple regression. Findings corroborate studies highlighting how greater levels of force characteristics (i.e., curiosity) are correlated with lower levels of depression and stronger mentorship experiences. However, results indicate that mentorship did not moderate the relationship between these force characteristics and lower levels of depressive symptoms.
","abstract_html":"<p>A large body of research suggest positive educational contexts may buffer against negative effects of childhood trauma for some individuals (Bessey, 2017). However, to date, only a small body of research has examined the characteristics of students’ approaches to learning that may interact with mentorship experiences in higher education and support greater well-being for this population (Mak, 2012). Studies suggest mentorship relationships in higher education are critical for the well-being of at-risk students, as they provide greatly needed social support and guidance (Al Makhamreh & Stockley, 2019). Literature also indicates that generative force characteristics of students may support mentorship experiences (Bronfenbrenner & Morris, 2006; Mak, 2012). The present study examines individual approaches to learning for those who have experienced at least three adverse childhood experiences and who have completed at least two years of higher education. The role mentorship plays in strengthening the relationship between curiosity, hope, and growth mindset of at-risk college students and their well-being was explored. A total of fifty participants between 20 and 29-years-old completed the Growth Mindset Scale, the Five-Dimensional Curiosity Scale, the Hope Scale, the Patient Health Questionnaire-9 Depressive Assessment, and The Mentorship Effectiveness Scale. Results were examined using multiple regression. Findings corroborate studies highlighting how greater levels of force characteristics (i.e., curiosity) are correlated with lower levels of depression and stronger mentorship experiences. However, results indicate that mentorship did not moderate the relationship between these force characteristics and lower levels of depressive symptoms. </p>","abstract_has_math":false,"creators":["Donaldson, Rebecca Renae"],"institution":null,"degree_name":"Psychology, MA","degree_level":"Open Access Master's Thesis","degree_discipline":"School of Social Science, Politics, and Evaluation","degree_department":null,"school":null,"contributors":["Jeanne Nakamura"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2022,"date_issued":"2022-01-01T08:00:00Z","date_published":"2022-01-01T08:00:00Z","updated_at":"2026-07-24T01:40:15Z","subjects":["Adverse childhood experiences","At-risk college students","Childhood trauma","Mentoring","Patient health","Developmental Psychology","Psychology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://scholarship.claremont.edu/cgu_etd/527","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Jeanne Nakamura"]},{"key":"dc:creator","label":"Author","values":["Donaldson, Rebecca Renae"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2023-10-19T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["School of Social Science, Politics, and Evaluation"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Open Access Master's Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["Psychology, MA"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Adverse childhood experiences","At-risk college students","Childhood trauma","Mentoring","Patient health","Developmental Psychology","Psychology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://scholarship.claremont.edu/cgu_etd/527"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["A large body of research suggest positive educational contexts may buffer against negative effects of childhood trauma for some individuals (Bessey, 2017). However, to date, only a small body of research has examined the characteristics of students’ approaches to learning that may interact with mentorship experiences in higher education and support greater well-being for this population (Mak, 2012). Studies suggest mentorship relationships in higher education are critical for the well-being of at-risk students, as they provide greatly needed social support and guidance (Al Makhamreh & Stockley, 2019). Literature also indicates that generative force characteristics of students may support mentorship experiences (Bronfenbrenner & Morris, 2006; Mak, 2012). The present study examines individual approaches to learning for those who have experienced at least three adverse childhood experiences and who have completed at least two years of higher education. The role mentorship plays in strengthening the relationship between curiosity, hope, and growth mindset of at-risk college students and their well-being was explored. A total of fifty participants between 20 and 29-years-old completed the Growth Mindset Scale, the Five-Dimensional Curiosity Scale, the Hope Scale, the Patient Health Questionnaire-9 Depressive Assessment, and The Mentorship Effectiveness Scale. Results were examined using multiple regression. Findings corroborate studies highlighting how greater levels of force characteristics (i.e., curiosity) are correlated with lower levels of depression and stronger mentorship experiences. However, results indicate that mentorship did not moderate the relationship between these force characteristics and lower levels of depressive symptoms.
"]},{"key":"dc:title","label":"Title","values":["Examining How Individual Approaches to Learning Support Mentorship Relationships and Greater Well-Being for At-Risk College Students"]}]}],"canonical_facts":{"dc:contributor":["Jeanne Nakamura"],"dc:creator":["Donaldson, Rebecca Renae"],"dc:date.available":["2023-10-19T07:00:00Z"],"dc:description.abstract":["A large body of research suggest positive educational contexts may buffer against negative effects of childhood trauma for some individuals (Bessey, 2017). However, to date, only a small body of research has examined the characteristics of students’ approaches to learning that may interact with mentorship experiences in higher education and support greater well-being for this population (Mak, 2012). Studies suggest mentorship relationships in higher education are critical for the well-being of at-risk students, as they provide greatly needed social support and guidance (Al Makhamreh & Stockley, 2019). Literature also indicates that generative force characteristics of students may support mentorship experiences (Bronfenbrenner & Morris, 2006; Mak, 2012). The present study examines individual approaches to learning for those who have experienced at least three adverse childhood experiences and who have completed at least two years of higher education. The role mentorship plays in strengthening the relationship between curiosity, hope, and growth mindset of at-risk college students and their well-being was explored. A total of fifty participants between 20 and 29-years-old completed the Growth Mindset Scale, the Five-Dimensional Curiosity Scale, the Hope Scale, the Patient Health Questionnaire-9 Depressive Assessment, and The Mentorship Effectiveness Scale. Results were examined using multiple regression. Findings corroborate studies highlighting how greater levels of force characteristics (i.e., curiosity) are correlated with lower levels of depression and stronger mentorship experiences. However, results indicate that mentorship did not moderate the relationship between these force characteristics and lower levels of depressive symptoms.
"],"dc:identifier":["https://scholarship.claremont.edu/cgu_etd/527"],"dc:subject":["Adverse childhood experiences","At-risk college students","Childhood trauma","Mentoring","Patient health","Developmental Psychology","Psychology"],"dc:title":["Examining How Individual Approaches to Learning Support Mentorship Relationships and Greater Well-Being for At-Risk College Students"],"thesis:degree_discipline":["School of Social Science, Politics, and Evaluation"],"thesis:degree_level":["Open Access Master's Thesis"],"thesis:degree_name":["Psychology, MA"]},"updated_at":"2026-07-24T01:40:15Z"}