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

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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.

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Authors and Affiliations

  1. School of Business Administration, University of Evansville, Evansville, IN, USA

    Laura L. Paglis

  2. Krannert School of Management, Purdue University, West Lafayette, IN, USA

    Stephen G. Green

  3. School of Business Administration, Portland State University, Portland, OR, USA

    Talya N. Bauer

  4. School of Business Administration, University of Evansville, 1800 Lincoln Ave., Evansville, IN, 47722, USA

    Laura L. Paglis

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  1. Laura L. Paglis
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  2. Stephen G. Green
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  3. Talya N. Bauer
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Correspondence to Laura L. Paglis.

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Paglis, L.L., Green, S.G. & Bauer, T.N. Does adviser mentoring add value? A longitudinal study of mentoring and doctoral student outcomes. Res High Educ 47, 451–476 (2006). https://doi.org/10.1007/s11162-005-9003-2

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