What Motivates University Students to Be in a Mentoring Relationship? Discovering Motivations Using the Organismic Integration Theory

Conference: The Asian Conference on Education (ACE2022)
Title: What Motivates University Students to Be in a Mentoring Relationship? Discovering Motivations Using the Organismic Integration Theory
Stream: Counselling, Guidance & Adjustment in Education
Presentation Type: Oral Presentation
Authors:
James Lactao, University of Asia and the Pacific, Philippines
Grace Koo, University of the Philippines, Philippines

Abstract:

There has been a growing number of educational institutions which incorporated formal mentoring programs in their curriculum. Given as an optional service, a good number of students avail of the mentoring program, while some do not. Among those who attend the mentoring sessions are motivated mentees who initiate the mentoring sessions themselves. This paper identified the motivations of mentees who seek mentoring sessions with their mentors in a formal mentoring program, through qualitative research using phenomenological analysis. A researcher-constructed semi-structured questionnaire was used to interview 12 university students about their mentoring experiences and their motivations to seek their mentors for mentoring sessions. van Manen’s ‘existentials’ and Sloan and Bowe’s hermeneutic phenomenological analysis were used in analyzing the interview videos and transcripts. Though frameworks are not normally used in phenomenological analysis, the Organismic Integration Theory (OIT) was used as a framework since the phenomenon of interest is the motivation of these students to seek mentoring, and motivation is covered by the OIT. This research showed that the motivations of students are primarily identification and secondly integration. Identification is evidenced when the students identify the things they get from their mentors as personally valuable and important to them. They experience greater autonomy and have a more internal perceived locus of causality. Secondly, integrated regulation results from bringing a value or regulation into congruence with the other aspects of the person, such as certain religious practices, valuing of family, studies, friends, and life choices. Recommendations are given to improve training modules for mentors.



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