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Pre-service Teachers’ Motivations to Participate in the Near-Peer Mentoring Program

Yıl 2023, Cilt: 13 Sayı: 3, 484 - 503, 31.12.2023

Dilara Kara-zorluoglu Ilkem Ozdinc Busra Karga Gaye Ceyhan

https://doi.org/10.19126/suje.1335650

Öz

Recent research indicates that college students experienced increased stress and academic anxiety during the Covid-19 era. Near-peer mentoring is a program that pairs students in different grade levels with the goal of enhancing their academic, emotional, and social development. This study uses the Expectancy-Value Theory to examine the motivation of pre-service science teachers to participate as mentors in the near-peer mentoring program, and the costs they attach to participating in the program. The qualitative research was conducted with a total of twelve pre-service science teachers. Data were collected through individual interviews during the spring semester of 2021. Results revealed that participants found the program useful, benefited from this program in terms of social/emotional support and academic career, and stated that it would be more beneficial if the content of the program were improved. The participants’ motivation to participate in the near-peer mentoring program were categorized into seven, from the most beneficial to the least, as follows: (1) developing learning strategies, (2) career planning, (3) access to university services, (4) communication, (5) sense of belonging, (6) academic development, and (7) support in registration and course selection. This research carries notable importance as it can strengthen the sense of community among pre-service teachers. This study is likely to provide an opportunity for the design of near-peer mentoring programs in universities and the development of content in accordance with the findings. Furthermore, the insights derived from this study can be crucial in designing and implementing effective near-peer mentoring programs at tertiary education levels, promising mutual benefits for both the mentor and the mentees.

Anahtar Kelimeler

Mentoring program near-peer mentoring pre-service teachers science education

Kaynakça

  • Agee, J. (2009). Developing qualitative research questions: a reflective process. International Journal of Qualitative Studies in Education, 22(4), 431–447. https://doi.org/10.1080/09518390902736512
  • Akinla, O., Hagan, P., & Atiomo, W. (2018). A systematic review of the literature describing the outcomes of near-peer mentoring programs for first year medical students. BMC Medical Education, 18(1), 1-10. https://doi.org/10.1186/s12909-018-1195-1
  • Atkinson, J. W. (1964). An introduction to motivation. Van Nostrand.
  • Braun, V., & Clarke, V. (2012). Thematic analysis. In H. Cooper, P. M. Camic, D. L. Long, A. T. Panter, D. Rindskopf, & K. J. Sher (Eds.), APA handbook of research methods in psychology, Vol. 2. Research designs: Quantitative, qualitative, neuropsychological, and biological (pp. 57–71). American Psychological Association.
  • Brophy, J. (1999). Toward a model of the value aspects of motivation in education: Developing appreciation for. Educational Psychologist, 34(2), 75-85. https://doi.org/10.1207/s15326985ep3402_1
  • Budge, S. (2006). Peer mentoring in postsecondary education: Implications for research and practice. Journal of College Reading and Learning, 37(1), 71-85. https://doi.org/10.1080/10790195.2006.10850194
  • Colvin, J. W. (2007). Peer tutoring and the social dynamics of a classroom. VDM Verlag Publishing Company.
  • Colvin J. W., & Ashman, M. (2010). Roles, risks, and benefits of peer mentoring relationships in higher education. Mentoring & Tutoring: Partnership in Learning, 18(2), 121-134. https://doi.org/10.1080/13611261003678879
  • Cornu R. L. (2005). Peer mentoring: Engaging pre‐service teachers in mentoring one another. Mentoring & Tutoring: Partnership in Learning, 13(3), 355-366. https://doi.org/10.1080/13611260500105592
  • Creswell, J.W., & Creswell, J.D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Sage Publications.
  • Crosling, G., Heagney, M., & Thomas, L. (2009). Improving student retention in higher education: Improving teaching and learning. Australian Universities' Review, 51(2), 9-18. Retrieved from: https://d1wqtxts1xzle7.cloudfront.net/50020828/The_Vanishing_Idea_of_a_Scholarly_Life20161031-23658-u9j4s3-libre.pdf
  • Daley, S. G., & Zeidan, P. (2020). Motivational beliefs and self-perceptions of undergraduates with learning disabilities: Using the expectancy-value model to investigate college-going trajectories. Learning Disabilities: A Multidisciplinary Journal, 25(2), 41-53. https://doi.org/10.18666/LDMJ-2020-V25-I2-10391
  • Eccles, J. (1983). Expectancies, values and academic behaviors. Achievement and Achievement Motives.
  • Eccles, J. S. (2005). Subjective task values and the Eccles et al. model of achievement related choices. In A. J. Elliott & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105–21).
  • Eryılmaz, J. S. (2013). Okulda motivasyon ve amotivasyon: Derse katılmada öğretmenden beklentiler ölçeğinin geliştirilmesi [Motivation and amotivation at school: Development of a scale of teacher expectations for class participation]. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 13(25), 1-18. Retrieved from: https://dergipark.org.tr/en/pub/maeuefd/issue/19398/205951
  • Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1-4. https://doi.org/10.11648/j.ajtas.20160501.11
  • Guo, J., Marsh, H. W., Parker, P. D., Morin, A. J., & Yeung, A. S. (2015). Expectancy-value in mathematics, gender and socioeconomic background as predictors of achievement and aspirations: A multi-cohort study. Learning and Individual Differences, 37, 161-168. https://doi.org/10.1016/j.lindif.2015.01.008
  • Hall, R., & Jaugietis, Z. (2011). Developing peer mentoring through evaluation. Innovative Higher Education, 36(1), 41-52. https://doi.org/10.1007/s10755-010-9156-6
  • Heirdsfield, A. M., Walker, S., Walsh, K., & Wilss, L. (2008). Peer mentoring for first‐year teacher education students: The mentors’ experience. Mentoring & Tutoring: Partnership in Learning, 16(2), 109-124. https://doi.org/10.1080/13611260801916135
  • Hidayat, R., Nasir, N., Fadzli, S. A. M., … & Shukeri, A. S. (2023). Peer Tutoring Learning Strategies in Mathematics Subjects: Systematic Literature Review. European Journal of Educational Research, 12(3), 1407-1423. https://doi.org/10.12973/eu-jer.12.3.1409
  • Holbeche, L. (1996). Peer mentoring: the challenges and opportunities. Career Development International, 1(7), 24-27. https://doi.org/10.1108/13620439610152115
  • Jacobi, M. (1991). Mentoring and undergraduate academic success: A literature review. Review of Educational Research, 61(4), 505-532. https://doi.org/10.3102/00346543061004505
  • Krause, A. J., & Moore, S. Y. (2022). Creating an online peer-to-peer mentoring program: Promoting student relationships, engagement, and satisfaction during the era of COVID-19. College of Teaching, 70(3), 296-308. https://doi.org/10.1080/87567555.2021.1925624
  • Kuhn, C., Hagenauer, G., & Gröschner, A. (2022). Because you always learn something new yourself! An expectancy-value-theory perspective on mentor teachers' initial motivations. Teaching and Teacher Education, 113, 103659. https://doi.org/10.1016/j.tate.2022.103659
  • Limeri, L. B., As,f, M. Z., & Dolan, E. L. (2009). Volunteered or voluntold? The motivations and perceived outcomes of graduate and postdoctoral mentors of undergraduate researchers. CBE Life Sciences Education, 18(2), 1-18. https://doi.org/10.1187/cbe.18-10-0219
  • Lumsden, L. S. (1994). Student motivation to learn. ERIC Digest, 92.
  • Marsh, H. W., Trautwein, U. Lüdtke, O., & Baumert, J. (2005). Academic self‐concept, interest, grades, and standardized test scores: Reciprocal effects models of causal ordering. Child Development, 76(2), 397-416. https://doi.org/10.1111/j.1467-8624.2005.00853.x
  • Madison, E. (2020). Opening access and diversifying science through digital storytelling and near-peer mentoring. Annals of the International Communication Association.
  • Marshall, C., & Rossman, G. B. (2016). Designing qualitative research (6th ed.). Sage Publications.
  • Marzano, R. J. (2006). A tool for selecting the “right work” in your school. Englewood, CO.
  • Matusovich, H., Streveler, R., Loshbaugh, H., Miller, R., & Olds, B. (2008). Will I succeed in engineering? Using expectancy-value theory in a longitudinal investigation of students' beliefs. Research brief. Center for the Advancement of Engineering Education.
  • Newmann, F. M. (1992). Student engagement and achievement in American secondary schools (ED371047). Retrieved from: https://files.eric.ed.gov/fulltext/ED371047.pdf
  • Rodger, S., & Tremblay, P. F. (2003). The effects of a peer mentoring program on academic success among first year university students. Canadian Journal of Higher Education, 33(3), 1-17. Retrieved from: https://files.eric.ed.gov/fulltext/EJ788475.pdf
  • Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67. https://doi.org/10.1006/ceps.1999.1020
  • Sanchez, R. J., Bauer, T. N., & Paronto, M. E. (2006). Peer-mentoring freshmen: Implications for satisfaction, commitment, and retention to graduation. Academy of Management Learning & Education, 5(1), 25-37. https://doi.org/10.5465/amle.2006.20388382
  • Saritepeci, M., & Çakır, H. (2015). The effect of blended learning environments on student motivation and student engagement: A study on social studies course. Egitim ve Bilim, 40(177), 203-216. http://dx.doi.org/10.15390/EB.2015.2592
  • Sattler, B., Carberry, A., & Thomas, L. D. (2012). Peer mentoring: Linking the value of a reflective activity to graduate student development. In 2012 Frontiers in Education Conference Proceedings (pp. 1-6). IEEE.
  • Singh, S., Singh, N., & Dhaliwal, U. (2014). Near-peer mentoring to complement faculty mentoring of first-year medical students in India. Journal of Educational Evaluation for Health Professions, 11. https://doi.org/10.3352/jeehp.2014.11.12
  • Terrion, J. L., & Leonard, D. (2007). A taxonomy of the characteristics of student peer mentors in higher education: Findings from a literature review. Mentoring & Tutoring, 15(2), 149-164. https://doi.org/10.1080/13611260601086311
  • Thomson, M. M., & Plermo, C. J. (2018). Using an expectancy-value model to understand teaching motivation among nontraditional preservice teachers: A phenomenological study approach. Action in Teacher Education, 40(2), 151-168. https://doi.org/10.1080/01626620.2018.1424050
  • Turner, D. W. (2010). Qualitative interview design: A practical guide for novice investigators. The Qualitative Report, 15(3), 754-760. https://doi.org/10.46743/2160-3715/2010.1178
  • Wagner, C., & Du Toit, J. (2020). Developing research skills for the future workplace through interdisciplinary near-peer mentoring. Africa Education Review, 17(1), 181-196. https://doi.org/10.1080/18146627.2018.1490155 Wigfield, A., & Eccles, J. S. (2000). Expectancy–value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68-81. https://doi.org/10.1006/ceps.1999.1015
  • Wigfield, A., Eccles, J. S., Fredricks, J. A., Simpkins, S., Roeser, R. W., & Scihiefele, U. (2015). Development of achievement motivation and engagement. In R. M. Lerner, P. Molenaar, & W. F. Overton (Eds.), Handbook of Child Psychology and Developmental Science (pp.1-44).
  • Yang, Y. T. C., & Wu, W. C. I. (2012). Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation: A year-long experimental study. Computers & Education, 59(2), 339-352. https://doi.org/10.1016/j.compedu.2011.12.012
  • Zaniewski, A. M., & Reinholz, D. (2016). Increasing STEM success: A near-peer mentoring program in the physical sciences. International Journal of STEM Education, 3(1), 1-12. https://doi.org/10.1186/s40594-016-0043-2

Yıl 2023, Cilt: 13 Sayı: 3, 484 - 503, 31.12.2023

Dilara Kara-zorluoglu Ilkem Ozdinc Busra Karga Gaye Ceyhan

https://doi.org/10.19126/suje.1335650

Öz

Kaynakça

  • Agee, J. (2009). Developing qualitative research questions: a reflective process. International Journal of Qualitative Studies in Education, 22(4), 431–447. https://doi.org/10.1080/09518390902736512
  • Akinla, O., Hagan, P., & Atiomo, W. (2018). A systematic review of the literature describing the outcomes of near-peer mentoring programs for first year medical students. BMC Medical Education, 18(1), 1-10. https://doi.org/10.1186/s12909-018-1195-1
  • Atkinson, J. W. (1964). An introduction to motivation. Van Nostrand.
  • Braun, V., & Clarke, V. (2012). Thematic analysis. In H. Cooper, P. M. Camic, D. L. Long, A. T. Panter, D. Rindskopf, & K. J. Sher (Eds.), APA handbook of research methods in psychology, Vol. 2. Research designs: Quantitative, qualitative, neuropsychological, and biological (pp. 57–71). American Psychological Association.
  • Brophy, J. (1999). Toward a model of the value aspects of motivation in education: Developing appreciation for. Educational Psychologist, 34(2), 75-85. https://doi.org/10.1207/s15326985ep3402_1
  • Budge, S. (2006). Peer mentoring in postsecondary education: Implications for research and practice. Journal of College Reading and Learning, 37(1), 71-85. https://doi.org/10.1080/10790195.2006.10850194
  • Colvin, J. W. (2007). Peer tutoring and the social dynamics of a classroom. VDM Verlag Publishing Company.
  • Colvin J. W., & Ashman, M. (2010). Roles, risks, and benefits of peer mentoring relationships in higher education. Mentoring & Tutoring: Partnership in Learning, 18(2), 121-134. https://doi.org/10.1080/13611261003678879
  • Cornu R. L. (2005). Peer mentoring: Engaging pre‐service teachers in mentoring one another. Mentoring & Tutoring: Partnership in Learning, 13(3), 355-366. https://doi.org/10.1080/13611260500105592
  • Creswell, J.W., & Creswell, J.D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). Sage Publications.
  • Crosling, G., Heagney, M., & Thomas, L. (2009). Improving student retention in higher education: Improving teaching and learning. Australian Universities' Review, 51(2), 9-18. Retrieved from: https://d1wqtxts1xzle7.cloudfront.net/50020828/The_Vanishing_Idea_of_a_Scholarly_Life20161031-23658-u9j4s3-libre.pdf
  • Daley, S. G., & Zeidan, P. (2020). Motivational beliefs and self-perceptions of undergraduates with learning disabilities: Using the expectancy-value model to investigate college-going trajectories. Learning Disabilities: A Multidisciplinary Journal, 25(2), 41-53. https://doi.org/10.18666/LDMJ-2020-V25-I2-10391
  • Eccles, J. (1983). Expectancies, values and academic behaviors. Achievement and Achievement Motives.
  • Eccles, J. S. (2005). Subjective task values and the Eccles et al. model of achievement related choices. In A. J. Elliott & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105–21).
  • Eryılmaz, J. S. (2013). Okulda motivasyon ve amotivasyon: Derse katılmada öğretmenden beklentiler ölçeğinin geliştirilmesi [Motivation and amotivation at school: Development of a scale of teacher expectations for class participation]. Mehmet Akif Ersoy Üniversitesi Eğitim Fakültesi Dergisi, 13(25), 1-18. Retrieved from: https://dergipark.org.tr/en/pub/maeuefd/issue/19398/205951
  • Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American Journal of Theoretical and Applied Statistics, 5(1), 1-4. https://doi.org/10.11648/j.ajtas.20160501.11
  • Guo, J., Marsh, H. W., Parker, P. D., Morin, A. J., & Yeung, A. S. (2015). Expectancy-value in mathematics, gender and socioeconomic background as predictors of achievement and aspirations: A multi-cohort study. Learning and Individual Differences, 37, 161-168. https://doi.org/10.1016/j.lindif.2015.01.008
  • Hall, R., & Jaugietis, Z. (2011). Developing peer mentoring through evaluation. Innovative Higher Education, 36(1), 41-52. https://doi.org/10.1007/s10755-010-9156-6
  • Heirdsfield, A. M., Walker, S., Walsh, K., & Wilss, L. (2008). Peer mentoring for first‐year teacher education students: The mentors’ experience. Mentoring & Tutoring: Partnership in Learning, 16(2), 109-124. https://doi.org/10.1080/13611260801916135
  • Hidayat, R., Nasir, N., Fadzli, S. A. M., … & Shukeri, A. S. (2023). Peer Tutoring Learning Strategies in Mathematics Subjects: Systematic Literature Review. European Journal of Educational Research, 12(3), 1407-1423. https://doi.org/10.12973/eu-jer.12.3.1409
  • Holbeche, L. (1996). Peer mentoring: the challenges and opportunities. Career Development International, 1(7), 24-27. https://doi.org/10.1108/13620439610152115
  • Jacobi, M. (1991). Mentoring and undergraduate academic success: A literature review. Review of Educational Research, 61(4), 505-532. https://doi.org/10.3102/00346543061004505
  • Krause, A. J., & Moore, S. Y. (2022). Creating an online peer-to-peer mentoring program: Promoting student relationships, engagement, and satisfaction during the era of COVID-19. College of Teaching, 70(3), 296-308. https://doi.org/10.1080/87567555.2021.1925624
  • Kuhn, C., Hagenauer, G., & Gröschner, A. (2022). Because you always learn something new yourself! An expectancy-value-theory perspective on mentor teachers' initial motivations. Teaching and Teacher Education, 113, 103659. https://doi.org/10.1016/j.tate.2022.103659
  • Limeri, L. B., As,f, M. Z., & Dolan, E. L. (2009). Volunteered or voluntold? The motivations and perceived outcomes of graduate and postdoctoral mentors of undergraduate researchers. CBE Life Sciences Education, 18(2), 1-18. https://doi.org/10.1187/cbe.18-10-0219
  • Lumsden, L. S. (1994). Student motivation to learn. ERIC Digest, 92.
  • Marsh, H. W., Trautwein, U. Lüdtke, O., & Baumert, J. (2005). Academic self‐concept, interest, grades, and standardized test scores: Reciprocal effects models of causal ordering. Child Development, 76(2), 397-416. https://doi.org/10.1111/j.1467-8624.2005.00853.x
  • Madison, E. (2020). Opening access and diversifying science through digital storytelling and near-peer mentoring. Annals of the International Communication Association.
  • Marshall, C., & Rossman, G. B. (2016). Designing qualitative research (6th ed.). Sage Publications.
  • Marzano, R. J. (2006). A tool for selecting the “right work” in your school. Englewood, CO.
  • Matusovich, H., Streveler, R., Loshbaugh, H., Miller, R., & Olds, B. (2008). Will I succeed in engineering? Using expectancy-value theory in a longitudinal investigation of students' beliefs. Research brief. Center for the Advancement of Engineering Education.
  • Newmann, F. M. (1992). Student engagement and achievement in American secondary schools (ED371047). Retrieved from: https://files.eric.ed.gov/fulltext/ED371047.pdf
  • Rodger, S., & Tremblay, P. F. (2003). The effects of a peer mentoring program on academic success among first year university students. Canadian Journal of Higher Education, 33(3), 1-17. Retrieved from: https://files.eric.ed.gov/fulltext/EJ788475.pdf
  • Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivations: Classic definitions and new directions. Contemporary Educational Psychology, 25(1), 54-67. https://doi.org/10.1006/ceps.1999.1020
  • Sanchez, R. J., Bauer, T. N., & Paronto, M. E. (2006). Peer-mentoring freshmen: Implications for satisfaction, commitment, and retention to graduation. Academy of Management Learning & Education, 5(1), 25-37. https://doi.org/10.5465/amle.2006.20388382
  • Saritepeci, M., & Çakır, H. (2015). The effect of blended learning environments on student motivation and student engagement: A study on social studies course. Egitim ve Bilim, 40(177), 203-216. http://dx.doi.org/10.15390/EB.2015.2592
  • Sattler, B., Carberry, A., & Thomas, L. D. (2012). Peer mentoring: Linking the value of a reflective activity to graduate student development. In 2012 Frontiers in Education Conference Proceedings (pp. 1-6). IEEE.
  • Singh, S., Singh, N., & Dhaliwal, U. (2014). Near-peer mentoring to complement faculty mentoring of first-year medical students in India. Journal of Educational Evaluation for Health Professions, 11. https://doi.org/10.3352/jeehp.2014.11.12
  • Terrion, J. L., & Leonard, D. (2007). A taxonomy of the characteristics of student peer mentors in higher education: Findings from a literature review. Mentoring & Tutoring, 15(2), 149-164. https://doi.org/10.1080/13611260601086311
  • Thomson, M. M., & Plermo, C. J. (2018). Using an expectancy-value model to understand teaching motivation among nontraditional preservice teachers: A phenomenological study approach. Action in Teacher Education, 40(2), 151-168. https://doi.org/10.1080/01626620.2018.1424050
  • Turner, D. W. (2010). Qualitative interview design: A practical guide for novice investigators. The Qualitative Report, 15(3), 754-760. https://doi.org/10.46743/2160-3715/2010.1178
  • Wagner, C., & Du Toit, J. (2020). Developing research skills for the future workplace through interdisciplinary near-peer mentoring. Africa Education Review, 17(1), 181-196. https://doi.org/10.1080/18146627.2018.1490155 Wigfield, A., & Eccles, J. S. (2000). Expectancy–value theory of achievement motivation. Contemporary Educational Psychology, 25(1), 68-81. https://doi.org/10.1006/ceps.1999.1015
  • Wigfield, A., Eccles, J. S., Fredricks, J. A., Simpkins, S., Roeser, R. W., & Scihiefele, U. (2015). Development of achievement motivation and engagement. In R. M. Lerner, P. Molenaar, & W. F. Overton (Eds.), Handbook of Child Psychology and Developmental Science (pp.1-44).
  • Yang, Y. T. C., & Wu, W. C. I. (2012). Digital storytelling for enhancing student academic achievement, critical thinking, and learning motivation: A year-long experimental study. Computers & Education, 59(2), 339-352. https://doi.org/10.1016/j.compedu.2011.12.012
  • Zaniewski, A. M., & Reinholz, D. (2016). Increasing STEM success: A near-peer mentoring program in the physical sciences. International Journal of STEM Education, 3(1), 1-12. https://doi.org/10.1186/s40594-016-0043-2
Toplam 45 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Fen Bilgisi Eğitimi
Bölüm Makaleler
Yazarlar

Dilara Kara-zorluoglu Bu kişi benim 0000-0003-2082-9513

Ilkem Ozdinc Bu kişi benim 0000-0002-4328-9671

Busra Karga Bu kişi benim 0000-0001-5356-8482

Gaye Ceyhan 0000-0003-1312-3547

Erken Görünüm Tarihi 28 Aralık 2023
Yayımlanma Tarihi 31 Aralık 2023
Yayımlandığı Sayı Yıl 2023 Cilt: 13 Sayı: 3

Kaynak Göster

APA Kara-zorluoglu, D., Ozdinc, I., Karga, B., Ceyhan, G. (2023). Pre-service Teachers’ Motivations to Participate in the Near-Peer Mentoring Program. Sakarya University Journal of Education, 13(3), 484-503. https://doi.org/10.19126/suje.1335650
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