Search results for: Tarabulsy George M.

Page 1/1 3 items
1
Mentors’ Behavioral Profiles and College Adjustment in Young Adults Participating in an Academic Mentoring Program
Authors: Brodeur Pascale, Larose Simon, Tarabulsy George M., Feng Bei
This study aimed to identify mentor behavioral profiles associated with mentees’ perceptions of the quality of mentoring relationship, the usefulness of the mentoring, and their college adjustment during the first year of college. The authors conclude that this study identified four mentor behavioral profiles characterized by various degrees of structure, engagement, autonomy support, and competency support. The findings showed that college students exposed to these different profiles perceived the quality of the mentoring relationship (QMR) differently, as well as the usefulness of mentoring and their social adjustment to college.
Published: 2017
Updated: May. 03, 2018
2
Development and Construct Validation of the Mentor Behavior Scale
Authors: Brodeur Pascale, Larose Simon, Tarabulsy George M., Feng Bei, Forget-Dubois Nadine
This study aimed to construct and validate a tool to measure the supportive behaviors of mentors participating in school-based mentoring programs. The mentor behavior scale (MBS) was developed drawing on the premises of the mentoring sociomotivational model. The questionnaire has good internal consistency coefficients and adequate factorial structure, with the exception of the factor autonomy support. Moreover, three dimensions of the MBS predict mentoring relationship quality and the perceived usefulness of the intervention.
Published: 2015
Updated: Jan. 01, 2017
3
Academic Mentoring and Dropout Prevention for Students in Math, Science and Technology
Authors: Larose Simon, Cyrenne Diane, Garceau Odette, Harvey Marylou, Guay Frederic, Godin Fanny, Tarabulsy George M., Deschenes Claire
The authors examined the effect of a new academic mentoring program on student academic integration, success and persistence. Specifically, the authors focused on the MIRES program (Mentoring for the Integration and Success of Science Students) aimed at preventing student dropout in math, science and technology. The MIRES program was implemented in two colleges in the Quebec City area. The results showed that participation in the MIRES programs had positive effects on motivation, career decision profile, college adjustment and academic success and persistence of students. The findings also revealed that the MIRES program had a greater impact on the perseverance of male, rather than female students.
Published: 2011
Updated: Jul. 08, 2013