Hilary Dutton
Biographic Data
| ID | 6035337 |
|---|---|
| NAME | Hilary Dutton |
| GIVEN NAMES | Hilary |
| FAMILY NAME | Dutton |
| SIGNATURE | DUTTON H |
| AFFILIATIONS | University of Auckland |
| ORCID | 0000-0003-2485-2921 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 14 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2014 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
‘Owning up’, ‘distracting myself’, ‘accepting it and getting on with life’
This study examines how young people in Aotearoa New Zealand identify and respond to stressors in their everyday lives, with a focus on strategies perceived as helpful or unhelpful. Using open-ended survey responses, 475 participants aged 16–21 identified a recent stressor and described the most and least helpful ways they coped. Inductive content analysis identified seven categories of stressors, including relational challenges, performance pres…
Using Observational Dyadic Methods in Youth Mentoring Research
Self-disclosure builds high quality relationships, but knowledge of self-disclosure in youth mentoring relationships is limited by a lack of research and reliance on self-reports. To demonstrate the value of observational methods and dyadic modeling of mentoring communication processes, this study examined the associations between behavioral observation of self-disclosure and self-reported relationship quality in 49 mentee-mentor dyads (mentees: …
First-year university students’ authentic experiences with evaluation anxiety and their attitudes toward assessment
In this study, we sought to understand assessment-related attitudes and authentic experiences of evaluation anxiety with a sample of first-year university students. We focused on identifying: (a) why students had reported high levels of anxiety on a recent, grade-bearing assessment, and (b) how their attitudes toward assessment type and weighting influenced their views on anxiety and learning. Drawing on social constructivist principles, 31 first…
Exploring the benefits and risks of mentor self‐disclosure
Evidence shows that self‐disclosure plays an important role in developing and maintaining close interpersonal relationships. As self‐disclosure remains largely unexamined in the context of interventions based on youth‐adult helping relationships, little is known about the effects of mentor disclosure, or the ethics of using this communication technique. In this study, we used self‐report questionnaire data from 51 mentoring pairs to investigate t…
Opening up
Theoretically integrative evaluation practice
The evaluation models described in the literature may be interpreted as prescriptive and uniform approaches to practice but, in the real world, practitioners are likely to blend aspects of different models to achieve multiple goals. Despite the commonality of pluralistic approaches in evaluation practice, literature on theoretical integration is sparse. This article guides readers through a theoretically integrative evaluation design process and …
It is OK to let them know you are human too”
This study aims to capture descriptive data on how mentors self‐disclose to their adolescent mentees. Self‐disclosure is a normative communication process that facilitates trust and closeness in interpersonal relationships. Despite being a relational intervention, little is known about self‐disclosure in youth‐mentoring relationships. A total of 54 mentors from 2 community‐based mentoring programs in Auckland, New Zealand, participated in this mi…
Distal and experiential perspectives of relationship quality from mentors, mentees, and program staff in a school-based youth mentoring program
“We're all in it together”
Ethnic-specifi c equity (ESE) programmes are a common feature in New Zealand universities, aimed at ameliorating the educational disadvantage experienced by Mori and Pacifi c students at tertiary level. Despite the prevalence of ESE programmes, research has seldom used student voices to critically analyse programme practices. In this study, which conducted focus groups with 90 high-achieving Mori and Pacifi c students from a New Zealand universit…
“You've Gotta Set a Precedent”
A substantial body of literature has examined the challenges that indigenous students face in higher education. Across Aotearoa New Zealand, the indigenous Māori population is under-represented at the university level, as are ethnically diverse Pacific students who trace their ancestries to neighbouring Pacific nations. This study relies on focus group interviews with high-achieving Māori and Pacific students (N = 90) from a large New Zealand uni…
It is OK to let them know you are human too”
This study aims to capture descriptive data on how mentors self‐disclose to their adolescent mentees. Self‐disclosure is a normative communication process that facilitates trust and closeness in interpersonal relationships. Despite being a relational intervention, little is known about self‐disclosure in youth‐mentoring relationships. A total of 54 mentors from 2 community‐based mentoring programs in Auckland, New Zealand, participated in this mi…
Distal and experiential perspectives of relationship quality from mentors, mentees, and program staff in a school-based youth mentoring program
Exploring the benefits and risks of mentor self‐disclosure
Evidence shows that self‐disclosure plays an important role in developing and maintaining close interpersonal relationships. As self‐disclosure remains largely unexamined in the context of interventions based on youth‐adult helping relationships, little is known about the effects of mentor disclosure, or the ethics of using this communication technique. In this study, we used self‐report questionnaire data from 51 mentoring pairs to investigate t…
Opening up
Theoretically integrative evaluation practice
The evaluation models described in the literature may be interpreted as prescriptive and uniform approaches to practice but, in the real world, practitioners are likely to blend aspects of different models to achieve multiple goals. Despite the commonality of pluralistic approaches in evaluation practice, literature on theoretical integration is sparse. This article guides readers through a theoretically integrative evaluation design process and …
“You've Gotta Set a Precedent”
A substantial body of literature has examined the challenges that indigenous students face in higher education. Across Aotearoa New Zealand, the indigenous Māori population is under-represented at the university level, as are ethnically diverse Pacific students who trace their ancestries to neighbouring Pacific nations. This study relies on focus group interviews with high-achieving Māori and Pacific students (N = 90) from a large New Zealand uni…
“We're all in it together”
Ethnic-specifi c equity (ESE) programmes are a common feature in New Zealand universities, aimed at ameliorating the educational disadvantage experienced by Mori and Pacifi c students at tertiary level. Despite the prevalence of ESE programmes, research has seldom used student voices to critically analyse programme practices. In this study, which conducted focus groups with 90 high-achieving Mori and Pacifi c students from a New Zealand universit…
Distal and experiential perspectives of relationship quality from mentors, mentees, and program staff in a school-based youth mentoring program
Theoretically integrative evaluation practice
The evaluation models described in the literature may be interpreted as prescriptive and uniform approaches to practice but, in the real world, practitioners are likely to blend aspects of different models to achieve multiple goals. Despite the commonality of pluralistic approaches in evaluation practice, literature on theoretical integration is sparse. This article guides readers through a theoretically integrative evaluation design process and …
It is OK to let them know you are human too”
This study aims to capture descriptive data on how mentors self‐disclose to their adolescent mentees. Self‐disclosure is a normative communication process that facilitates trust and closeness in interpersonal relationships. Despite being a relational intervention, little is known about self‐disclosure in youth‐mentoring relationships. A total of 54 mentors from 2 community‐based mentoring programs in Auckland, New Zealand, participated in this mi…
Opening up
Exploring the benefits and risks of mentor self‐disclosure
Evidence shows that self‐disclosure plays an important role in developing and maintaining close interpersonal relationships. As self‐disclosure remains largely unexamined in the context of interventions based on youth‐adult helping relationships, little is known about the effects of mentor disclosure, or the ethics of using this communication technique. In this study, we used self‐report questionnaire data from 51 mentoring pairs to investigate t…
First-year university students’ authentic experiences with evaluation anxiety and their attitudes toward assessment
In this study, we sought to understand assessment-related attitudes and authentic experiences of evaluation anxiety with a sample of first-year university students. We focused on identifying: (a) why students had reported high levels of anxiety on a recent, grade-bearing assessment, and (b) how their attitudes toward assessment type and weighting influenced their views on anxiety and learning. Drawing on social constructivist principles, 31 first…
Using Observational Dyadic Methods in Youth Mentoring Research
Self-disclosure builds high quality relationships, but knowledge of self-disclosure in youth mentoring relationships is limited by a lack of research and reliance on self-reports. To demonstrate the value of observational methods and dyadic modeling of mentoring communication processes, this study examined the associations between behavioral observation of self-disclosure and self-reported relationship quality in 49 mentee-mentor dyads (mentees: …
‘Owning up’, ‘distracting myself’, ‘accepting it and getting on with life’
This study examines how young people in Aotearoa New Zealand identify and respond to stressors in their everyday lives, with a focus on strategies perceived as helpful or unhelpful. Using open-ended survey responses, 475 participants aged 16–21 identified a recent stressor and described the most and least helpful ways they coped. Inductive content analysis identified seven categories of stressors, including relational challenges, performance pres…
Psychology (6 works) · Medicine (5 works) · Mentoring and Academic Development (5 works) · Youth Development and Social Support (5 works) · Medical education (4 works) · Quality (philosophy (4 works) · Self-disclosure (4 works) · Social Psychology (4 works) · Pedagogy (3 works) · Perfectionism, Procrastination, Anxiety Studies (3 works)