The moderating influence of perceived competence in learning on mentored students' school performance

Detalhes bibliográficos
Autor(a) principal: Simões, Francisco
Data de Publicação: 2014
Outros Autores: Alarcão, Madalena
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
Texto Completo: http://hdl.handle.net/10316/36519
https://doi.org/10.1016/j.lindif.2014.03.009
Resumo: Our aim is to examine whether mentored students' Perceived Competence in Learning (PCL) moderates school performance outcomes in school-based mentoring (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.
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spelling The moderating influence of perceived competence in learning on mentored students' school performanceSchool-based mentoringPerceived competence in learningSchool performanceOur aim is to examine whether mentored students' Perceived Competence in Learning (PCL) moderates school performance outcomes in school-based mentoring (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.Elsevier2014-05info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articlehttp://hdl.handle.net/10316/36519http://hdl.handle.net/10316/36519https://doi.org/10.1016/j.lindif.2014.03.009https://doi.org/10.1016/j.lindif.2014.03.009eng1041-6080http://dx.doi.org/10.1016/j.lindif.2014.03.009Simões, 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:RCAAP2021-06-29T10:03:03Zoai:estudogeral.uc.pt:10316/36519Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T20:50:21.120983Repositório 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 The moderating influence of perceived competence in learning on mentored students' school performance
title The moderating influence of perceived competence in learning on mentored students' school performance
spellingShingle The moderating influence of perceived competence in learning on mentored students' school performance
Simões, Francisco
School-based mentoring
Perceived competence in learning
School performance
title_short The moderating influence of perceived competence in learning on mentored students' school performance
title_full The moderating influence of perceived competence in learning on mentored students' school performance
title_fullStr The moderating influence of perceived competence in learning on mentored students' school performance
title_full_unstemmed The moderating influence of perceived competence in learning on mentored students' school performance
title_sort The moderating influence of perceived competence in learning on mentored students' school performance
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
Perceived competence in learning
School performance
topic School-based mentoring
Perceived competence in learning
School performance
description Our aim is to examine whether mentored students' Perceived Competence in Learning (PCL) moderates school performance outcomes in school-based mentoring (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.
publishDate 2014
dc.date.none.fl_str_mv 2014-05
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/10316/36519
http://hdl.handle.net/10316/36519
https://doi.org/10.1016/j.lindif.2014.03.009
https://doi.org/10.1016/j.lindif.2014.03.009
url http://hdl.handle.net/10316/36519
https://doi.org/10.1016/j.lindif.2014.03.009
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv 1041-6080
http://dx.doi.org/10.1016/j.lindif.2014.03.009
dc.rights.driver.fl_str_mv info:eu-repo/semantics/openAccess
eu_rights_str_mv openAccess
dc.publisher.none.fl_str_mv Elsevier
publisher.none.fl_str_mv Elsevier
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
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reponame_str Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)
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