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Abstracts prior to volume 5(1) have been archived!

Issue 5(1), October 2010 -- Paper Abstracts
Girard  (p. 9-22)
Cooper (p. 23-32)
Kunz-Osborne (p. 33-41)
Coulmas-Law (p.42-46)
Stasio (p. 47-56)
Albert-Valette-Florence (p.57-63)
Zhang-Rauch (p. 64-70)
Alam-Yasin (p. 71-78)
Mattare-Monahan-Shah (p. 79-94)
Nonis-Hudson-Hunt (p. 95-106) 



JOURNAL OF ORGANIZATIONAL PSYCHOLOGY


Does Our Peer Mentoring Program Help?
Effects on Probation Students’ Academic Possible Selves, GPA, and Retention


Author(s): Benjamin Buck Blankenship, Patrick Cody Canning, Paul Deasy

Citation: Benjamin Buck Blankenship, Patrick Cody Canning, Paul Deasy, (2020) "Does Our Peer Mentoring Program Help? Effects on Probation Students’ Academic Possible Selves, GPA, and Retention," Journal of Organizational Psychology, Vol. 20, Iss. 3, pp. 91-101

Article Type: Research paper

Publisher: North American Business Press

Abstract:

This investigation includes an initial, quasi-experimental mixed methods study in to the effects of peer mentoring for at-risk, first year probationary students. Two treatment groups (weekly and bi-weekly peer mentoring) and no peer mentoring group were compared to measure group differences. No positive impacts on students’ GPA or retention from peer mentoring were found. One treatment group had significantly lower Persistent Academic Possible Selves. Qualitative data from the peer mentors was analyzed to provide context. A replication study with a refined treatment grouping, again did not demonstrate that the peer mentoring program had a statistically significant impact on student retention.