The Role of Attachment in Faculty Mentoring

摘要: This nonexperimental, correlational study examined the relationships between attachment styles of mentors (N = 52) and proteges 50), mentoring as measured by psychosocial support career support, job satisfaction, organizational commitment, intent to turnover. An Internet-based self-report survey instrument consisting six scales were administered participants a formal faculty program. Hypotheses tested through hierarchical regression analytic procedures. Results this supported hypotheses proposed in study. For proteges, variables significantly associated with each outcome Furthermore, case after controlling for gender ethnicity, specifically predicted unique variance satisfaction (R2 .43), commitment .47), turnover -.28). while secure .65), only .55), -.58). Zero-order correlations well models indicated medium large effect sizes, supporting empirical practical relevance understanding attachment, mentoring, outcomes. Responses open-ended questions converged quantitative results additionally that experienced learning from their proteges. They providing both support. they received form trust, friendship, advice, help. The informs field research linking intentions mentoring. Practitioners higher education developing programs can use information selection