Exploring the Importance of the Advisee and Advisor Bond
Abstract:Advisor/advisee (A/A) mentoring programs are designed to increase student attachment to faculty and school, and to provide support for a student's academic success and personal growth by pairing each student with an adult advisor. Two hypotheses regarding students' bond with their advisor were examined using student data from a suburban middle and high school (N = 304) A/A program. The first hypothesis, that student perceptions of parental involvement, social benefits and academic progress would differ between students who did and did not experience a significant bond with their advisor, was supported. Also supported by the data was the second hypothesis, that students' self-perceived bond with their advisor would be a better predictor of student perceptions of goal attainment through A/A participation than other variables related to A/A participations, such as student perceptions of increased parental involvement and social benefits. Both hypotheses were derived from a theory outlined in the paper, that the nexus between teacher and student is the prevailing influence on student evaluations of A/A program benefits. The overall positive student perceptions of A/A program benefits and structure, if explained according to this model, may be founded on the quality of the advisor/advisee relationship.
Document Type: Research Article
Publication date: July 1, 2009
Published by The Clifford Beers Foundation, in collaboration with the University of Maryland School of Medicine, Advances in School Mental Health Promotion emphasises the interconnectedness of research, policy, training and practice and the opportunities to make progress in all these areas through global dialogue, collaboration and action. Mark Weist (University of South Carolina and former director/senior advisor of the Center for School Mental Health) and Michael Murray (The Clifford Beers Foundation) are the editors, supported by a distinguished international editorial board.
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