Skip to main content
SpringerLink
Log in

The impact of peer mentoring on levels of student wellbeing, integration and retention: a controlled comparative evaluation of residential students in UK higher education

  • Published:
Higher Education Aims and scope Submit manuscript

Abstract

Peer mentoring is becoming increasingly popular in UK higher education, however, there remains little good quality, theoretically driven and evaluative research. The current study aims to bridge the gap between theory, practice and evaluation by providing a controlled evaluation of a peer mentoring scheme within UK universities. 109 first year undergraduates from two matched universities completed questionnaires at two time points: during the first week of university and again 10 weeks later. Results focused on direct, mediating and moderating effects of mentoring on levels of wellbeing, integration and retention. Peer mentored individuals showed higher levels of integration to university. Four times as many non-peer mentored students had seriously considered leaving university compared to peer mentored students. Integration partially mediated the relationship between mentoring and intention to stay at university. Moderating effects analyses indicate that mentoring may buffer the effect of the transition to University. Results are discussed in relation to Tinto’s theory of student retention, the benefits and practicalities of peer mentoring within UK universities and the methodological limitations within this study.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2
Fig. 3

Similar content being viewed by others

Notes

  1. The degree system in America typically consists of 4 year degrees with many students attending community colleges for the first 2 years.

References

  • Baron, R. M., & Kenny, D. A. (1986). The moderator-mediator variable distinction in social psychological research: Conceptual, strategic and statistical considerations. Journal of Personality and Social Psychology, 51(6), 1173–1182

    Google Scholar 

  • Budney, D., Paul, C. A., & Bon, L. (2006). The impact of peer mentoring can have on freshman students. In Proceedings of the 36th annual frontiers in education conference (pp. 1259–1264). San Diego, CA.

  • Braxton, J. (Ed.). (2000). Reworking the student departure puzzle. USA: Vanderbilt University Press.

  • Campbell, A., Converse, P.E., & Rodgers, W.L. (1976). The quality of American life: Perceptions, evaluations and satisfaction. New York: Russell Sage.

  • Chester, A., Burton, L. J., Xenos, S., & Elgar, K. (2013). Peer mentoring: Supporting successful transition for first year undergraduate psychology students. Australian Journal of Psychology, 65(1), 30–37.

    Google Scholar 

  • Cohen, J. (1992). A Power Primer. Psychological Bulletin, 112(1), 155–159.

    Article  Google Scholar 

  • Cohen, S., & Hoberman, H. (1983). Positive events and social supports as buffers of life change stress. Journal of Applied Social Psychology, 13(2), 99–125.

    Article  Google Scholar 

  • Cohen, S., Kamarck, T., & Mermelstein, R. (1983). A global measure of perceived stress. Journal of Health and Social Behaviour, 24, 385–396.

    Article  Google Scholar 

  • Cohen, S., Mermelstein, R., Kamarck, T., & Hoberman, H. M. (1985). Measuring the functional components of social support. In I. G. Sarason & B. R. Sarason (Eds.), Social support: Theory, research and applications (pp. 73–94). USA: Kluwer Academic Publishers.

    Chapter  Google Scholar 

  • Cohen, S., & Wills, T. A. (1985). Stress, social support and the buffering hypothesis. Psychological Bulletin, 98, 310–357.

    Article  Google Scholar 

  • Crisp, G. (2010). The impact of peer mentoring on success of community college students. The Review of Higher Education, 34(1), 39–60.

    Article  Google Scholar 

  • Crisp, G., & Cruz, I. (2009). Mentoring college students: A critical review of the literature between 1990 and 2007. Research in Higher Education, 50(6), 525–545.

    Article  Google Scholar 

  • Crombag, H. F. M. (1968). Studie motivatie en studie attitude. Groningen: Walters.

    Google Scholar 

  • Dobson, C., Goudy, W. J., Keith, P. M., & Powers, E. (1979). Further analysis of Rosenberg’s Self-Esteem Scale. Psychological Reports, 44, 639–641.

    Article  Google Scholar 

  • Drew, N. M., Pike, L. T., Pooley, J. A., Young, A. H. L., & Breen, L. (2000). School of psychology peer mentoring pilot programme. Paper presented at 4th Pacific Rim conference: First year in higher education.

  • Durkin, K., & Main, A. (2002). Discipline-based study skills support for first-year undergraduate students. Learning in Higher Education, 3(1), 24–39.

    Article  Google Scholar 

  • Earwaker, J. (Ed.). (1992). Helping and supporting students: Rethinking the issues. Buckingham: Open University Press.

    Google Scholar 

  • Fisher, S., & Hood, B. (1987). The stress of the transition to university: A longitudinal study of psychological disturbance, absent-mindedness and vulnerability to homesickness. British Journal of Psychology, 78, 425–441.

    Article  Google Scholar 

  • Fisher, S., & Hood, B. (1988). Vulnerability factors in the transition to university: Self-reported mobility history and sex differences as factors in psychological disturbance. British Journal of Psychology, 79, 309–320.

    Article  Google Scholar 

  • Fowler, J., & Muckart, M. (2004). Tiered mentoring: Benefits for first year students, upper level students, and professionals. Paper presented at HERDS conference, 2004. Retrieved 2006, from www.herdsa2004.curtin.edu.my/contributions/RPapers/PO42-jt.pdf.

  • Fox, A. M., & Stevenson, L. (2006). Exploring the effectiveness of peer mentoring in higher education. Accounting Education: An International Journal, 15(2), 189–202.

    Article  Google Scholar 

  • Higher Education Statistics Agency. (2011). Non continuation following year of entry: Table series T3. Cheltenham: Higher Education Statistics Agency. Retrieved November 2013, from http://www.hesa.ac.uk/index.php?option=com_content&task=view&id=2064&Itemid=141.

  • Hixenbaugh, P., Dewart, H., Drees, D., & Williams, D. (2005). Peer e-mentoring: Enhancement of the first year experience. Psychology Learning and Teaching, 5(1), 8–14.

    Article  Google Scholar 

  • Howell, D. C. (2007). Statistical methods for psychology (6th ed.). California: Thomson Wadsworth.

    Google Scholar 

  • Jacobi, M. (1991). Mentoring and undergraduate academic success: A literature review. Review of Educational Research, 61, 505–532.

    Article  Google Scholar 

  • Laing, C., & Robinson, A. (2003). The withdrawal of non-traditional students: Developing an explanatory model. Journal of Further and Higher Education, 27(2), 175–185.

    Article  Google Scholar 

  • Phillips, R. (2009). The impact of peer mentoring in UK higher education. Unpublished PhD.

  • Phillips, R., Swanson, V., & Morgan-Klein, B. (2004). Students helping students: The effectiveness of peer mentoring in UK higher education. Paper presented at the psychology of education section annual conference. Glasgow, 5–7th November 2004.

  • Preacher, K. J., & Leonardelli, G.J. (2001). Calculation for the sobel test. Retrieved November 2013, from http://www.unc.edu/~preacher/sobel/sobel.htm.

  • Quintrell, N., & Westwood, M. (1994). The influence of a peer-pairing program on international students’ first year experience and use of student services. Higher Education Research and Development, 13(1), 49–57.

    Google Scholar 

  • Rosenberg. (1965). Rosenberg Self Esteem Scale. In S. Wright, M. Johnston & J. Weinman (1995). Measures in health psychology: A users portfolio. UK: NFER-NELSON.

  • Sanchez, R. J., Bauer, T. N., & Paronto, M. E. (2006). Peer-mentoring freshman: Implications for satisfaction, commitment, and retention to graduation. Academy of Management Learning and Education, 5(1), 25–37.

    Article  Google Scholar 

  • Smith, J. P., & Naylor, R. A. (2001). Dropping out of university: A statistical analysis of the probability of withdrawal for UK university students. Journal of the Royal Statistical Society. Series A (Statistics in Society), 164(2), 389–405.

  • Tao, S., Dong, Q., Pratt, M. W., Humsberger, B., & Pancer, S. M. (2000). Social support: Relations to coping and adjustment during the transition to university in the Peoples Republic of China. Journal of Adolescent Research, 15(1), 123–144.

    Article  Google Scholar 

  • Thile, E. L., & Matt, G. G. (1995). The ethnic mentor undergraduate programme: A brief description and preliminary findings. Journal of Multicultural Counselling and Development, 23, 116–126.

    Article  Google Scholar 

  • Tinto, V. (1975). Dropout from higher education: A theoretical synthesis of recent research. Review of Educational Research, 45, 89–125.

    Article  Google Scholar 

  • Tinto, V. (1993). Leaving college: Rethinking the causes and cures of student attrition. Chicago: University of Chicago Press.

    Google Scholar 

  • Topping, K. J. (1996). The effectiveness of peer tutoring in further and higher education: A typology and review of the literature. Higher Education, 32, 321–345.

    Article  Google Scholar 

  • Twomey, J. L. (1991). Academic performance and retention in a peer mentor program at a two-year campus of a four-year institution. ERIC Document Reproduction Service No. ED 331 552.

  • Van Rooijen, L., & Vlaander, G. P. J. (1984). Dramatic induction of depressive mood. Journal of Clinical Psychology, 40, 1318–1322.

    Article  Google Scholar 

  • Vlaander, G. P. J., & Van Rooijen, L. (1981). Nieuwe gegevens over de Aanpassingsvragenlijst. Tijdschrift voor Onderwijsresearch, 6, 33–37.

    Google Scholar 

  • Yorke, M. (1999). Leaving early: Undergraduate non completion in higher education. London: Falmer Press.

    Book  Google Scholar 

  • Yorke, M., & Longdon, D. (2004). Retention and student success in higher education. Buckingham: Open University Press.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Psychology Department, University of Northampton, Boughton Green Road, Northampton, NN2 7AL, UK

    R. Collings

  2. Psychology Department, University of Stirling, Stirling, FK9 4LA, UK

    V. Swanson

  3. Institute of Education, University of Stirling, Stirling, FK9 4LA, UK

    R. Watkins

Authors
  1. R. Collings
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. V. Swanson
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. R. Watkins
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to R. Collings.

Rights and permissions

Reprints and permissions

About this article

Cite this article

Collings, R., Swanson, V. & Watkins, R. The impact of peer mentoring on levels of student wellbeing, integration and retention: a controlled comparative evaluation of residential students in UK higher education. High Educ 68, 927–942 (2014). https://doi.org/10.1007/s10734-014-9752-y

Download citation

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s10734-014-9752-y

Keywords

Search

Navigation