SUPERVISORY MENTORING BY ADVISERS: RELATIONSHIPS WITH DOCTORAL STUDENT POTENTIAL, PRODUCTIVITY, AND COMMITMENT
一项为期两年、三波调查的纵向研究，考察了233名博士生的入学潜力如何预测导师提供的指导功能，以及这些功能与学生研究生产力和项目承诺的关系。
A 2‐year, three‐panel (T1‐T3) longitudinal study of 233 entering Ph.D. students examined the relationships between student potential for mentoring, (i.e., attitudes and objective abilities at entry (T1), mentoring functions used by the faculty adviser (T2,T3), and student research productivity and commitment (T3). Student potential was found to predict the amount of psychosocial mentoring, career mentoring, and research collaboration provided by the adviser. Psychosocial mentoring and collaboration were not related to student productivity or commitment after controlling for the students' entering abilities and attitudes. Career mentoring at T2 was negatively related to the students' affective commitment to their program at T3. Implications for our understanding of mentoring and future research are discussed.