Exploring the contribution of mentoring practices to mentee learning in a Malaysian youth development programme
Bibliographic Data
| ID | 13899663 |
|---|---|
| Authors | Kwan Meng Lee (International Youth Centre, Jalan Yaacob Latif, Bandar Tun Razak, Cheras, 56000, Kuala Lumpur, Malaysia, corresponding author), Steven Eric Krau (0000-0003-4168-6224, Institute for Social Science Studies, Universiti Putra Malaysia, Putra Infoport, 43400, Serdang, Selangor, Malaysia), Turiman Suandi (Universiti Putra Malaysia), Azimi Hamzah (Institute for Social Science Studies, Universiti Putra Malaysia, Putra Infoport, 43400, Serdang, Selangor, Malaysia) |
| Year | 2014 |
| Volume | 21 |
| Issue | 4 |
| Pages | 419-432 |
| Publication date | 2014-01-09 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | International Journal of Adolescence and Youth (JOURNAL) |
| Journal identifiers | ISSN: 0267-3843 • E-ISSN: 2164-4527 |
| Publisher | Taylor & Francis (PUBLISHER • GB) |
| DOI | 10.1080/02673843.2013.862732 |
| OpenAlex | W2070868541 |
| Language | EN |
| References cited | 19 |
Within the mentoring relationship, it is generally accepted that learning takes place through the sharing and transmitting of knowledge between mentor and mentee, where mentors employ practices such as coaching, facilitation, guidance and reflection on experiences. Despite the number of studies on mentoring in the context of youth development programmes, mentoring relationship processes in youth development contexts is not well understood. Few studies have examined the variety of practices used by mentors and explored their contributions to different types of mentee learning. In an attempt to better understand this relationship, an exploratory correlational study was conducted on a group of youth development programme participants from Malaysia (N = 90) to identify how various mentoring practices enhance learning. The results showed that overall, facilitation and coaching contributed the most to new learning. While coaching showed the highest contribution to skill acquisition and knowledge learning, the contribution of facilitation was mainly towards attitude learning. Implications of the findings are discussed
Coaching · Context (archaeology · Facilitation · Medical education · Variety (cybernetics · Applied Psychology · Career Development and Diversity · Higher Education Research Studies · Medicine · Mentoring and Academic Development · Psychology
Theories of child development
The Adult Learner
A Model of Youth Mentoring
How Effective Are Mentoring Programs for Youth? A Systematic Assessment of the Evidence
Mentoring Relationships and Programs for Youth
Dimensions of Religiosity Reconsidered; Evidence from a Cross-Cultural Study
Mentoring as a Leisure Activity
Toward a Useful Theory of Mentoring
The practice of social research
Approaches to Social Research
| Highly cited | No |
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