Abstract
The present study compared the relative impact of peer-mentoring that took place either face-to-face or through electronic chat. Protégés were 106 college freshmen randomly assigned to a senior college student mentor and to one of the two communication modes. Fifty-one mentors interacted with one of these proteges face-to-face and one solely through electronic chat. Electronic chat resulted in less psychosocial support, career support, and post-mentoring protege self-efficacy for those with male but not female mentors. Analyses of coded transcripts revealed that males condensed their language to a greater extent than did females in the electronic chat condition relative to the face-to-face condition. Dyads in the electronic chat condition had more interactive dialogue than did those in the face-to-face condition. Finally, dialogue interactivity predicted post-mentoring self-efficacy but only for those who communicated through electronic chat.
Original language | English (US) |
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Pages (from-to) | 193-206 |
Number of pages | 14 |
Journal | Journal of Vocational Behavior |
Volume | 72 |
Issue number | 2 |
DOIs | |
State | Published - Apr 2008 |
Keywords
- Electronic communication
- Formal mentoring
- Gender effects
- Peer-mentoring
- Self-efficacy
ASJC Scopus subject areas
- Education
- Applied Psychology
- Organizational Behavior and Human Resource Management
- Life-span and Life-course Studies