Peer mentoring and leadership: Differences in leadership self-efficacy among students of differing peer mentoring relationships, genders, and academic class levels

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dc.contributor.advisorClement, Linda M.en_US
dc.contributor.authorSmith, Meredith Annen_US
dc.contributor.departmentCounseling and Personnel Servicesen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.date.accessioned2009-10-06T06:16:33Z
dc.date.available2009-10-06T06:16:33Z
dc.date.issued2009en_US
dc.description.abstractThis study examined the relationship between peer mentoring and leadership self-efficacy. The design of this study was an ex post facto analysis of a sub-study of 2006 Multi-Institutional Study of Leadership. The sample included 10,555 respondents from 52 institutions ranging in Carnegie classification type. The researcher utilized a one-way Analysis of Covariance (ANCOVA) to see if there was a significant difference in leadership self-efficacy between students who served as peer mentors and students who did not serve as peer mentors in college. The study found that students who served as peer mentors in college had a significantly higher leadership self-efficacy than non-peer mentors. Additionally, the study also examined the subset of respondents who identified as peer mentors in college. Utilizing a two-way ANCOVA, the researcher found no significant difference in leadership self-efficacy between male and female peer mentors. The finding of no significant difference in leadership self-efficacy between gender groups is important because past studies on college students have found that men typically report higher levels of leadership self-efficacy than women. The researcher did find significant differences for each class-standing group in same two-way ANCOVA. The post-hoc Bonferroni multiple comparison procedure showed that there was significance across all class-standing groups. Another important finding from this study was that students who had mentors in college were more likely to serve as mentors. This post-hoc analysis was computed through implementing a chi-square test for independence. The overall findings of this study add important foundational understanding of the relationship between peer mentoring and leadership in college students.en_US
dc.format.extent1691753 bytes
dc.format.mimetypeapplication/pdf
dc.identifier.urihttp://hdl.handle.net/1903/9580
dc.language.isoen_US
dc.subject.pqcontrolledEducation, Higheren_US
dc.subject.pquncontrolledcollege studenten_US
dc.subject.pquncontrolledgender differencesen_US
dc.subject.pquncontrolledleadershipen_US
dc.subject.pquncontrolledmentoren_US
dc.subject.pquncontrolledpeer mentoren_US
dc.subject.pquncontrolledself-efficacyen_US
dc.titlePeer mentoring and leadership: Differences in leadership self-efficacy among students of differing peer mentoring relationships, genders, and academic class levelsen_US
dc.typeThesisen_US

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