Research in Higher Education

, Volume 47, Issue 4, pp 451–476

Does adviser mentoring add value? A longitudinal study of mentoring and doctoral student outcomes

  • Laura L. Paglis
  • Stephen G. Green
  • Talya N. Bauer

DOI: 10.1007/s11162-005-9003-2

Cite this article as:
Paglis, L.L., Green, S.G. & Bauer, T.N. Res High Educ (2006) 47: 451. doi:10.1007/s11162-005-9003-2


This study of the impact of doctoral adviser mentoring on student outcomes was undertaken in response to earlier research that found (a) students with greater incoming potential received more adviser mentoring, and (b) adviser mentoring did not significantly contribute to important student outcomes, including research productivity [Green, S. G., and Bauer, T. N. (1995). Personnel Psychology 48(3): 537–561]. In this longitudinal study spanning 5 1/2 years, the effect of mentorship on the research productivity, career commitment, and self-efficacy of Ph.D. students in the ‘hard’ sciences was assessed, while controlling for indicators of ability and attitudes at program entry. Positive benefits of mentoring were found for subsequent productivity and self-efficacy. Mentoring was not significantly associated with commitment to a research career.


mentors doctoral students research productivity 

Copyright information

© Springer Science+Business Media, Inc. 2006

Authors and Affiliations

  • Laura L. Paglis
    • 1
    • 4
  • Stephen G. Green
    • 2
  • Talya N. Bauer
    • 3
  1. 1.School of Business AdministrationUniversity of EvansvilleEvansvilleUSA
  2. 2.Krannert School of ManagementPurdue UniversityWest LafayetteUSA
  3. 3.School of Business AdministrationPortland State UniversityPortlandUSA
  4. 4.School of Business AdministrationUniversity of EvansvilleEvansvilleUSA

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