{"id":{"repo_id":"twu","oai_identifier":"oai:twu-ir.tdl.org:11274/8633"},"canonical_url":"https://search.dev.ndltd.org/etd/twu/oai:twu-ir.tdl.org:11274/8633","repository":{"repo_id":"twu","name":"Texas Woman's University","base_url":"https://twu-ir.tdl.org/server/oai/request"},"display":{"title":"The impact of a mentoring relationship on college adjustment and college-related stress for first-year, first-generation college students","abstract":"The researcher aimed to determine whether developing a mentoring relationship, as a form of coping for first-year, first generation college students (FGCS), would assist in reducing college-related stress and improving level of college adjustment. Experiences of first-year FGCS, who self-identify as either having or not having a mentoring relationship, were evaluated. A demographic form created for this study, the Student Adaptation to College Questionnaire (SACQ) Social Adjustment section (Baker & Siryk, 1989), the College Student Stress Scale (Feldt, 2008), the Perceived Stress Scale (Cohen, Kamarck, & Mermelstein, 1983), and the College Student Mentoring Scale (Crisp, 2009) were administered through an online survey to assess these factors. One hundred and thirty first-year FGCS matriculating at Texas Woman’s University successfully participated. The sample was comprised of 89% women, 9% men, and 2% who identified as other. A MANCOVA was used to analyze all of the hypotheses on mentoring, college-related stress, and level of college adjustment. Based on the findings, it appears that there is a significant link between higher levels of college adjustment and lower levels of college-related stress among first-year FGCS who were involved in a mentoring relationship. The highly mentored group did not differ on college adjustment and college-related stress when compared to the less mentored group. It appears that mentoring is beneficial for first-year FGCS, but that the degree of mentoring does not have an impact on college adjustment and college-related stress. Implications for theory, research, training, and practice are discussed.","abstract_html":"The researcher aimed to determine whether developing a mentoring relationship, as a form of coping for first-year, first generation college students (FGCS), would assist in reducing college-related stress and improving level of college adjustment. Experiences of first-year FGCS, who self-identify as either having or not having a mentoring relationship, were evaluated. A demographic form created for this study, the Student Adaptation to College Questionnaire (SACQ) Social Adjustment section (Baker & Siryk, 1989), the College Student Stress Scale (Feldt, 2008), the Perceived Stress Scale (Cohen, Kamarck, & Mermelstein, 1983), and the College Student Mentoring Scale (Crisp, 2009) were administered through an online survey to assess these factors. One hundred and thirty first-year FGCS matriculating at Texas Woman’s University successfully participated. The sample was comprised of 89% women, 9% men, and 2% who identified as other. A MANCOVA was used to analyze all of the hypotheses on mentoring, college-related stress, and level of college adjustment. Based on the findings, it appears that there is a significant link between higher levels of college adjustment and lower levels of college-related stress among first-year FGCS who were involved in a mentoring relationship. The highly mentored group did not differ on college adjustment and college-related stress when compared to the less mentored group. It appears that mentoring is beneficial for first-year FGCS, but that the degree of mentoring does not have an impact on college adjustment and college-related stress. Implications for theory, research, training, and practice are discussed.","abstract_has_math":false,"creators":["Horton, Rhea"],"institution":"Texas Woman's University","degree_name":"Doctor of Philosophy","degree_level":"Doctoral","degree_discipline":"Counseling Psychology","degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":["Rubin, Linda"],"committee_members":["Harris, Jeff E.","Marshall, David, Ph. D.","Porras Pyland, Claudia"],"year":2015,"date_issued":"12/31/2015","date_published":"12/31/2015","updated_at":"2026-07-24T05:05:09Z","subjects":["Adjustment","College","First generation","Stress","Student","Psychology"],"languages":["en_US"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"http://hdl.handle.net/11274/8633","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.committeechair","label":"Committee Chair","values":["Rubin, Linda"]},{"key":"dc:contributor.committeemember","label":"Committee Member","values":["Harris, Jeff E.","Marshall, David, Ph. 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Experiences of first-year FGCS, who self-identify as either having or not having a mentoring relationship, were evaluated. A demographic form created for this study, the Student Adaptation to College Questionnaire (SACQ) Social Adjustment section (Baker & Siryk, 1989), the College Student Stress Scale (Feldt, 2008), the Perceived Stress Scale (Cohen, Kamarck, & Mermelstein, 1983), and the College Student Mentoring Scale (Crisp, 2009) were administered through an online survey to assess these factors. One hundred and thirty first-year FGCS matriculating at Texas Woman’s University successfully participated. The sample was comprised of 89% women, 9% men, and 2% who identified as other. A MANCOVA was used to analyze all of the hypotheses on mentoring, college-related stress, and level of college adjustment. Based on the findings, it appears that there is a significant link between higher levels of college adjustment and lower levels of college-related stress among first-year FGCS who were involved in a mentoring relationship. The highly mentored group did not differ on college adjustment and college-related stress when compared to the less mentored group. It appears that mentoring is beneficial for first-year FGCS, but that the degree of mentoring does not have an impact on college adjustment and college-related stress. Implications for theory, research, training, and practice are discussed."]},{"key":"dc:title","label":"Title","values":["The impact of a mentoring relationship on college adjustment and college-related stress for first-year, first-generation college students"]}]}],"canonical_facts":{"dc:contributor.committeechair":["Rubin, Linda"],"dc:contributor.committeemember":["Harris, Jeff E.","Marshall, David, Ph. D.","Porras Pyland, Claudia"],"dc:creator":["Horton, Rhea"],"dc:date.accessioned":["2017-01-11T17:43:03Z"],"dc:date.available":["2017-01-11T17:43:03Z"],"dc:date.issued":["12/31/2015"],"dc:description.abstract":["The researcher aimed to determine whether developing a mentoring relationship, as a form of coping for first-year, first generation college students (FGCS), would assist in reducing college-related stress and improving level of college adjustment. Experiences of first-year FGCS, who self-identify as either having or not having a mentoring relationship, were evaluated. A demographic form created for this study, the Student Adaptation to College Questionnaire (SACQ) Social Adjustment section (Baker & Siryk, 1989), the College Student Stress Scale (Feldt, 2008), the Perceived Stress Scale (Cohen, Kamarck, & Mermelstein, 1983), and the College Student Mentoring Scale (Crisp, 2009) were administered through an online survey to assess these factors. One hundred and thirty first-year FGCS matriculating at Texas Woman’s University successfully participated. The sample was comprised of 89% women, 9% men, and 2% who identified as other. A MANCOVA was used to analyze all of the hypotheses on mentoring, college-related stress, and level of college adjustment. Based on the findings, it appears that there is a significant link between higher levels of college adjustment and lower levels of college-related stress among first-year FGCS who were involved in a mentoring relationship. The highly mentored group did not differ on college adjustment and college-related stress when compared to the less mentored group. It appears that mentoring is beneficial for first-year FGCS, but that the degree of mentoring does not have an impact on college adjustment and college-related stress. Implications for theory, research, training, and practice are discussed."],"dc:identifier.uri":["http://hdl.handle.net/11274/8633"],"dc:language.iso":["en_US"],"dc:subject":["Adjustment","College","First generation","Stress","Student","Psychology"],"dc:title":["The impact of a mentoring relationship on college adjustment and college-related stress for first-year, first-generation college students"],"dc:type":["Dissertation"],"thesis:degree_discipline":["Counseling Psychology"],"thesis:degree_level":["Doctoral"],"thesis:degree_name":["Doctor of Philosophy"],"thesis:institution_name":["Texas Woman's University"]},"updated_at":"2026-07-24T05:05:09Z"}