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Peer mentoring programs in higher education settings support incoming students in their transition and adaptation to college life. Mentoring program evaluation research primarily focuses on student outcomes and documents mentoring relationship quality (MRQ) as an important component of programs that facilitate change. The current study examines MRQ in a college peer mentoring program and explores its association with mentors’ and mentees’ perceptions of family relationships.

The sample included 629 first-year students (Mage = 18.4 and 54.2% female) and 88 mentors (Mage = 20.6 and 65.9% female). Each mentor was matched with eight to 10 incoming students in the same department. Dyadic data were collected prior to the program (pre-test) and at the end of the fall semester (mid-program) and spring semester (post-test). At pre-test assessment, mentors and mentees rated their family relationships, perceived trust, loyalty, and fairness in their families. At follow-up assessments, mentees reported their MRQ, mentoring duration, and mentoring activities.

A multilevel modeling analysis revealed that mentees’ and mentors’ perceptions of loyalty in their families predicted higher levels of MRQ at the end of the program. However, mentors’ perceived trust in their families was negatively associated with MRQ.

This study adds to the youth mentoring literature by focusing on family-of-origin experiences of both mentors and mentees from a dyadic and relational perspective. These findings have implications for future research and the practice of formal mentoring programs in college settings.

The purpose of this systematic literature review is to catalog, explore and disseminate knowledge developed related to the affordances, constraints and collaborative practices of e-mentoring in order to offer recommendations for mentoring programs.

After identifying studies utilizing inclusion and exclusion criteria and a variety of relevant databases, chosen studies were organized into three categories based on e-mentoring practices.

Results reflect chat-room-based e-mentoring and e-mentoring with a video component both to have various affordances and collaborative features. These forms of e-mentoring can potentially be relevant to new teachers’ needs, may promote community and are disconnected from mentees’ school systems. A third form of e-mentoring, virtual reality e-mentoring, however, has the potential for accessibility issues and lack of relevancy to the mentoring process.

Chat-room-based e-mentoring and e-mentoring with a video component may benefit new teachers who do not have access to in-person mentors. However, these forms of e-mentoring may necessitate a component that ensures mentors and mentees alike remain consistently engaged in the e-mentoring process.

This study tested a holistic model that investigated the interaction effect of negative mentoring experiences and moqi (pronounced “mò-chee”) with a mentor—where moqi refers to a situated state between two parties in which one party understands and cooperates well with the other party without saying a word—on the protégés’ turnover intention, along with the mediating role of protégés’ harmonious work passion.

Data were collected from 281 protégés through a three-wave questionnaire survey with a 1-month lag between waves. We used a hierarchical multiple regression and bootstrapping analysis to test our hypotheses.

Our results support the mediating effect of harmonious work passion on the positive relationship between protégés’ negative mentoring experiences and turnover intention. In addition, our analysis confirmed that moqi with the mentor amplifies both the impact of protégés’ negative mentoring experiences on harmonious work passion and the indirect effect of negative mentoring experiences on protégés’ turnover intention via harmonious work passion.

By demonstrating the interaction effect of protégés’ negative mentoring experiences and moqi with their mentor on turnover intention, as well as the mediating role of harmonious work passion, this study expands our understanding of the mechanism and boundary condition of the effect of negative mentoring experiences and provides inspiration and guidance for mentoring practices.

There is an explosion of interest in programmes to help women gain mentors in organizations. Despite the haste to jump on the “mentoring bandwagon”, there is little information on the barriers women face in obtaining a mentor. Discusses these barriers and the results of a study addressing this issue. Presents practical implications for organizations.

Nearly 400 young learners with mentors were studied in a project which ran from 1992‐94 at Leeds Metropolitan University. Shows that many learners find effective substitutes for conventional mentors, and, while needing support for their workplace learning, obtain this from a variety of helpers other than a conventionally‐defined mentor. Managers are not ideal mentors. Relevant expert knowledge on the part of a mentor is important, as is formality in conducting learner‐mentor relationships. Training for mentors is also confirmed as important. Time pressures can prevent would‐be mentors from offering their services. Stability of employment for both parties for the duration of the relationship is important.

Female executives in the USA were surveyed to determine characteristics of and interactions of mentors and protégés. Questions focus on preparation for roles, selection process, gender issues, relationship of mentor/protégé, number of mentors each protégé has had, benefits to careers, and other relationships derived from mentoring. Major findings are that an individual who has been a protégé is more willing to become a mentor; that an individual who has had a mentor is more willing to enter subsequent mentoring relationships; and that more women are mentors today as compared with the number of women mentors ten years ago.

Practitioners and researchers agree on the importance of mentors, even though the spontaneous creation of mentors and protégés is little understood. The mentor‐protégé creation process is addressed, and the individual and organisational benefits, and the role of protégés in the relationship, are discussed. Also discussed is the need for mentoring and mentors, explaining how informal, even chance encounters, can grow into strong relationships that benefit both parties and their organisation. Special emphasis is given to the protégé′s role and likely road‐blocks to the formation of these important relationships.

Examines the effects of a two‐year formal mentoring programme in a medium‐sized manufacturing company on the work motivation, organizational commitment and job performance of mentees. Single measures were obtained, for each mentor‐mentee pair, at the completion of the programme, from the 39 mentors and 39 mentees who remained. These measures included the pairs’ interaction opportunities; and the closeness of their relationship. At the same time, measures were obtained from mentees of their work motivation and organizational commitment. The performance of each mentee was given by ratings from their superiors. Significant relations were found between interaction opportunities and both motivation and commitment, and between relationship closeness and both these attitudes. Finds that the relations between the two mentoring variables and performance were both non‐significant. The results suggest that formal mentoring can improve employee attitudes without necessarily raising their performance, at least in the short term.

The final part in a series of three articles, discusses an evaluation of the Northern and Yorkshire region of the health services mentor scheme, linked to Durham MBA. Reports on the results of a survey of 42 health‐service mentees who have just finished a two‐year MBA course and their 42 mentors. Highlights issues raised by mentees and mentors, and discusses the implications of these for development and improvement of the scheme.

This article describes the support provided to FrontLine students involved in a unique scheme run by Coca‐Cola and Schweppes, the University of Bradford and the National Extension College, Cambridge, where participants combine a job with a fully supported distance learning course leading to a degree in management. Focussing on the position of tutor mentor, this case study emphasises the vital nature of the role in supporting the learning of students on the programme. A model of effective mentor‐student relationships developing and responding within a dynamic system is presented. Some evaluation of student feedback leads to consideration of such questions as: are tutor mentors effective? What type of student needs their tutor mentor most/least? How do the students perceive the role of the tutor/mentor? The paper concludes that the tutor mentor provides the “stability” factor within this particular degree programme.