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Impacts of peer mentor leadership in a first-year seminar.

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Title: Impacts of peer mentor leadership in a first-year seminar.
Authors: Das, Rajeeb1 (AUTHOR) r.das@tamu.edu
Source: Journal of Leadership Education. 2026, Vol. 25 Issue 2, p141-152. 12p.
Subject Terms: *Student leadership, *First year experience programs, *Qualitative research, *Mixed methods research, Undergraduate education, Professional competence, Empirical research
Abstract: Purpose: The intersection of student leadership in first-year seminars (FYS) is not well studied. Outcomes for student leaders (peer mentors) in undergraduate FYS merit study as to what benefits occur and how they accrue. Design/methodology/approach: A mixed-methods approach included analysis of focus group data for the qualitative component using a grounded theory approach. The quantitative component used a quasi-experimental approach to measure outcomes. Findings: Student leaders obtained better quantitative outcomes than non-leaders who were matched on background characteristics. Qualitatively, student leaders gained professional skills and became better learners. Frequent repetition of leadership activities fostered gains. Practical implications: Research should examine the mechanisms by which leadership impacts occur to inform practice. Students may struggle to articulate how leadership affects them, and leadership educators can help students surface and process impacts. Originality/value: FYS tend to focus on participant outcomes, not student leaders. Also, student leaders are a self-selected group of better-performing students compared to non-leaders. This study adds to a less well-studied student leader group and employed a strategy to take self-selection bias into account. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Leadership Education is the property of Journal of Leadership Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Impacts of peer mentor leadership in a first-year seminar.
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  Data: <searchLink fieldCode="AR" term="%22Das%2C+Rajeeb%22">Das, Rajeeb</searchLink><relatesTo>1</relatesTo> (AUTHOR)<i> r.das@tamu.edu</i>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Leadership+Education%22">Journal of Leadership Education</searchLink>. 2026, Vol. 25 Issue 2, p141-152. 12p.
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  Data: *<searchLink fieldCode="DE" term="%22Student+leadership%22">Student leadership</searchLink><br />*<searchLink fieldCode="DE" term="%22First+year+experience+programs%22">First year experience programs</searchLink><br />*<searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br />*<searchLink fieldCode="DE" term="%22Mixed+methods+research%22">Mixed methods research</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduate+education%22">Undergraduate education</searchLink><br /><searchLink fieldCode="DE" term="%22Professional+competence%22">Professional competence</searchLink><br /><searchLink fieldCode="DE" term="%22Empirical+research%22">Empirical research</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: The intersection of student leadership in first-year seminars (FYS) is not well studied. Outcomes for student leaders (peer mentors) in undergraduate FYS merit study as to what benefits occur and how they accrue. Design/methodology/approach: A mixed-methods approach included analysis of focus group data for the qualitative component using a grounded theory approach. The quantitative component used a quasi-experimental approach to measure outcomes. Findings: Student leaders obtained better quantitative outcomes than non-leaders who were matched on background characteristics. Qualitatively, student leaders gained professional skills and became better learners. Frequent repetition of leadership activities fostered gains. Practical implications: Research should examine the mechanisms by which leadership impacts occur to inform practice. Students may struggle to articulate how leadership affects them, and leadership educators can help students surface and process impacts. Originality/value: FYS tend to focus on participant outcomes, not student leaders. Also, student leaders are a self-selected group of better-performing students compared to non-leaders. This study adds to a less well-studied student leader group and employed a strategy to take self-selection bias into account. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of Leadership Education is the property of Journal of Leadership Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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        Text: English
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      – SubjectFull: Student leadership
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      – SubjectFull: First year experience programs
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      – SubjectFull: Qualitative research
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      – SubjectFull: Mixed methods research
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      – SubjectFull: Undergraduate education
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              Text: 2026
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