How mentoring during the introductory study phase increases self-efficacy expectations

The present study compared the efficiency of a mentoring concept and a teacher-centered format, both of which were implemented in the introductory study phase. The aspects tested were: development of key competences, mental stress and knowledge gain. The results show that the increase of knowledge was comparable in the two groups. Although students rated the classical format more positively, they experienced higher self-efficacy as an active learner in the mentoring format. In contrast to the teacher-centered format, the mental stress of the students in the mentoring format did not increase during the study term.

14.02.2014 | Sonja Öhlschlegel-Haubrock, Jutta Rach & Juliane Wolf (Münster)