Mentor-mentee similarity in college peer mentoring: untangling conflicting results
通过准实验研究，分析了2072名新生与同伴导师在背景特征上的相似性匹配对学业、幸福感、关系和应用参与度的影响，发现匹配效果因特征和结果而异。
Using a quasi-experimental study we examine the effects of similarity-matching, or matching on shared background characteristics, between incoming college students (N = 2072) and their peer mentors, on academic, well-being, relationship, and application engagement outcomes. Hierarchical Linear Modeling and Multiple Linear Regression were used to analyze data leveraged from a university-wide technology-enabled peer mentoring program for incoming first-year students. When examining the effect of each type of similarity matching, we found that matching on international status predicted higher engagement. We also found that matching on race on predicted higher GPA while matching on first generation or international status predicted lower GPA. Effect sizes across these findings were large (f = 0.41–0.80). When comparing matched to unmatched mentees within groups we had a range of findings, including that matched male mentees had higher engagement and self-efficacy, matched first generation students had higher engagement and belongingness, and matched international students had higher engagement. Findings provide conflicting evidence for the associated between similarity-matching and a range of mentee outcomes, and provide considerations for programs engaging in similarity-matching practices.