Português
Ciência-IUL
Publications
Publication Detailed Description
The moderating influence of perceived competence in learning on mentored students' school performance
Journal Title
Learning and Individual Differences
Year (definitive publication)
2014
Language
English
Country
United States of America
More Information
Web of Science®
Scopus
Google Scholar
Abstract
Our aim is to examine whether mentored students' Perceived Competence in Learning (PCL) moderates school performance outcomes in school-basedmentoring (SBM) programs delivered by teachers. A three-stage longitudinal 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 mentoring was moderately effective in improving mentees' Portuguese grades and Grade Point Average (GPA) and reducing the number of unexcused absences compared to equivalent non-mentored students. The study also demonstrated that the mentees' PCL had a significant moderating effect on improvement in their Math grades. The different patterns of change in PCL during SBM also contributed to a variation in school performance
outcomes. These results suggest that SBM delivered by experienced educators may enhance PCL as well as school performance in formal learning contexts.
Acknowledgements
--
Keywords
School-based mentoring,Perceived competence in learning,School performance
Fields of Science and Technology Classification
- Psychology - Social Sciences
Funding Records
| Funding Reference | Funding Entity |
|---|---|
| SRFH/BD/60823/2009 | Fundação para a Ciência e Tecnologia |
Contributions to the Sustainable Development Goals of the United Nations
With the objective to increase the research activity directed towards the achievement of the United Nations 2030 Sustainable Development Goals, the possibility of associating scientific publications with the Sustainable Development Goals is now available in Ciência-IUL. These are the Sustainable Development Goals identified by the author(s) for this publication. For more detailed information on the Sustainable Development Goals, click here.
