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Simões, F. & Alarcão, M. (2014). Mentors and teachers: testing the effectiveness of simultaneous roles on school performance from a basic psychological needs satisfaction perspective. Instructional Science. 42 (3), 465-483

F. A. Simões and M. Alarcão,  "Mentors and teachers: testing the effectiveness of simultaneous roles on school performance from a basic psychological needs satisfaction perspective", in Instructional Science, vol. 42, no. 3, pp. 465-483, 2014

@article{simões2014_1770190644760,
	author = "Simões, F. and Alarcão, M.",
	title = "Mentors and teachers: testing the effectiveness of simultaneous roles on school performance from a basic psychological needs satisfaction perspective",
	journal = "Instructional Science",
	year = "2014",
	volume = "42",
	number = "3",
	doi = "10.1007/s11251-013-9288-z",
	pages = "465-483",
	url = "https://link.springer.com/article/10.1007%2Fs11251-013-9288-z"
}

TY  - JOUR
TI  - Mentors and teachers: testing the effectiveness of simultaneous roles on school performance from a basic psychological needs satisfaction perspective
T2  - Instructional Science
VL  - 42
IS  - 3
AU  - Simões, F.
AU  - Alarcão, M.
PY  - 2014
SP  - 465-483
SN  - 0020-4277
DO  - 10.1007/s11251-013-9288-z
UR  - https://link.springer.com/article/10.1007%2Fs11251-013-9288-z
AB  - The mentor’s background in educational roles has been presented as a moderator
of School-Based Mentoring (SBM). However, the analysis of overlapping mentoring
and teaching roles has been underemphasized in the literature. The aim of this study is to
test whether the combination of mentoring and teaching roles influences the mentees’
school performance, within a Portuguese SBM program. A three-stage experimental study
was conducted in order to compare mentored (n = 157) and non-mentored students
(n = 160) enrolled in formal basic education (5th to 8th grades). Multivariate Analyses of
Covariance (MANCOVA) revealed that the combination of mentoring and teaching roles
was effective in reducing the mentees’ unexcused absences and in improving their grades
in Portuguese language and math as well as their Grade Point Average (GPA) compared to
equivalent non-mentored students. Further analyses demonstrated that an increased satisfaction
of the mentored students Basic Psychological Needs (BPN) promoted better school
performance outcomes when compared with non-mentored students with an identical
perception of BPN support. However, mentored students that experienced an increased
satisfaction of BPN had marginally significantly worse Grade Point Average (GPA) than
the mentored students that perceived less or similar BPN support within SBM. These
mixed trends are discussed and recommendations are made for a more balanced support of
BPN in SBM relationships and across the different relationships held between the mentees
and other teachers, in order to foster an improvement of school performance.
ER  -