Promoting Well-Being in School-Based Mentoring Through Basic Psychological Needs Support: Does It Really Count?
Autor(a) principal: | |
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Data de Publicação: | 2014 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10316/36508 https://doi.org/10.1007/s10902-013-9428-9 |
Resumo: | The main goal of this research was to assess whether satisfying basic psychological needs (BPN) in a Portuguese school-based mentoring (SBM) program improved the mentored students' well-being. One uncommon feature of this program was that the mentors were also teachers of the mentees. A two-wave experimental study design was implemented to compare the mentored ( n = 157) and non-mentored students ( n = 160). Surveys were completed twice, with a 6-month interval between time points 1 and 2. The results indicate that SBM that was associated with increased support for BPN was the most effective condition for promoting academic well-being, particularly in terms of improving the mentored students' perceptions of their school environment. However, no significant differences between the mentored and non-mentored students were detected regarding personal well-being (e.g., psychological well-being) and social well-being (e.g., peer support). These findings suggest that the balanced support of BPN was important in this particular SBM program. This support and enduring mentoring relationships can facilitate the general improvement of the mentored students' well-being. |
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Promoting Well-Being in School-Based Mentoring Through Basic Psychological Needs Support: Does It Really Count?School-based mentoringBasic psychological needsWell-beingThe main goal of this research was to assess whether satisfying basic psychological needs (BPN) in a Portuguese school-based mentoring (SBM) program improved the mentored students' well-being. One uncommon feature of this program was that the mentors were also teachers of the mentees. A two-wave experimental study design was implemented to compare the mentored ( n = 157) and non-mentored students ( n = 160). Surveys were completed twice, with a 6-month interval between time points 1 and 2. The results indicate that SBM that was associated with increased support for BPN was the most effective condition for promoting academic well-being, particularly in terms of improving the mentored students' perceptions of their school environment. However, no significant differences between the mentored and non-mentored students were detected regarding personal well-being (e.g., psychological well-being) and social well-being (e.g., peer support). These findings suggest that the balanced support of BPN was important in this particular SBM program. This support and enduring mentoring relationships can facilitate the general improvement of the mentored students' well-being.Springer Verlag2014info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articlehttp://hdl.handle.net/10316/36508http://hdl.handle.net/10316/36508https://doi.org/10.1007/s10902-013-9428-9https://doi.org/10.1007/s10902-013-9428-9eng1389-49781573-7780http://link.springer.com/article/10.1007/s10902-013-9428-9Simões, FranciscoAlarcão, Madalenainfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2021-06-29T10:02:54Zoai:estudogeral.uc.pt:10316/36508Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T20:50:21.032985Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Promoting Well-Being in School-Based Mentoring Through Basic Psychological Needs Support: Does It Really Count? |
title |
Promoting Well-Being in School-Based Mentoring Through Basic Psychological Needs Support: Does It Really Count? |
spellingShingle |
Promoting Well-Being in School-Based Mentoring Through Basic Psychological Needs Support: Does It Really Count? Simões, Francisco School-based mentoring Basic psychological needs Well-being |
title_short |
Promoting Well-Being in School-Based Mentoring Through Basic Psychological Needs Support: Does It Really Count? |
title_full |
Promoting Well-Being in School-Based Mentoring Through Basic Psychological Needs Support: Does It Really Count? |
title_fullStr |
Promoting Well-Being in School-Based Mentoring Through Basic Psychological Needs Support: Does It Really Count? |
title_full_unstemmed |
Promoting Well-Being in School-Based Mentoring Through Basic Psychological Needs Support: Does It Really Count? |
title_sort |
Promoting Well-Being in School-Based Mentoring Through Basic Psychological Needs Support: Does It Really Count? |
author |
Simões, Francisco |
author_facet |
Simões, Francisco Alarcão, Madalena |
author_role |
author |
author2 |
Alarcão, Madalena |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Simões, Francisco Alarcão, Madalena |
dc.subject.por.fl_str_mv |
School-based mentoring Basic psychological needs Well-being |
topic |
School-based mentoring Basic psychological needs Well-being |
description |
The main goal of this research was to assess whether satisfying basic psychological needs (BPN) in a Portuguese school-based mentoring (SBM) program improved the mentored students' well-being. One uncommon feature of this program was that the mentors were also teachers of the mentees. A two-wave experimental study design was implemented to compare the mentored ( n = 157) and non-mentored students ( n = 160). Surveys were completed twice, with a 6-month interval between time points 1 and 2. The results indicate that SBM that was associated with increased support for BPN was the most effective condition for promoting academic well-being, particularly in terms of improving the mentored students' perceptions of their school environment. However, no significant differences between the mentored and non-mentored students were detected regarding personal well-being (e.g., psychological well-being) and social well-being (e.g., peer support). These findings suggest that the balanced support of BPN was important in this particular SBM program. This support and enduring mentoring relationships can facilitate the general improvement of the mentored students' well-being. |
publishDate |
2014 |
dc.date.none.fl_str_mv |
2014 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10316/36508 http://hdl.handle.net/10316/36508 https://doi.org/10.1007/s10902-013-9428-9 https://doi.org/10.1007/s10902-013-9428-9 |
url |
http://hdl.handle.net/10316/36508 https://doi.org/10.1007/s10902-013-9428-9 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
1389-4978 1573-7780 http://link.springer.com/article/10.1007/s10902-013-9428-9 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Springer Verlag |
publisher.none.fl_str_mv |
Springer Verlag |
dc.source.none.fl_str_mv |
reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
instname_str |
Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
instacron_str |
RCAAP |
institution |
RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
collection |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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1799133785054248960 |