Review Article

Educational Psychology Review

, Volume 25, Issue 3, pp 361-389

First online:

Toward a Conceptual Model of Mentoring Research: Integration with Self-Regulated Learning

  • Dale H. SchunkAffiliated withDepartment of Teacher Education and Higher Education, The University of North Carolina at Greensboro Email author 
  • , Carol A. MullenAffiliated withSchool of Education, Virginia Tech

Rent the article at a discount

Rent now

* Final gross prices may vary according to local VAT.

Get Access

Abstract

In this article, we present a model for academic mentoring research that incorporates theory and research on self-regulated learning. Academic mentoring research has increased in recent years, and researchers have linked mentoring with positive outcomes for protégés and mentors. This research, however, has not investigated the process whereby mentoring exerts its effects. An integration of mentoring with self-regulated learning seems valuable because self-regulated learning researchers have employed methodologies to assess its dynamic nature. We review assumptions of mentoring and self-regulated learning theories, representative mentoring research studies, and methods of assessing self-regulated learning. Following presentation of the mentoring research model, suggestions are given for types of research studies to identify the operation of key processes before, during, and after mentoring interactions. We conclude with implications of this integrated perspective for theory development and educational practice.

Keywords

Mentoring Self-regulated learning Internalization Co-regulation Socially shared regulation Social cognitive theory Mentor relationship theory