Disability-Informed Graduate-Student Mentors Foster Co-Regulation for Undergraduates in STEM with Learning and Attention Disabilities
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| Title: | Disability-Informed Graduate-Student Mentors Foster Co-Regulation for Undergraduates in STEM with Learning and Attention Disabilities |
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| Language: | English |
| Authors: | Consuelo M. Kreider, Sharon Medina, Carrie M. Comstock, Mackenzi R. Slamka, Chang-Yu Wu, Mei-Fang Lan |
| Source: | Journal of Postsecondary Education and Disability. 2023 36(3):257-275. |
| Availability: | Association on Higher Education and Disability. 8015 West Kenton Circle Suite 230, Huntersville, NC 28078. Tel: 704-947-7779; Fax: 704-948-7779; e-mail: JPED@ahead.org; Web site: https://www.ahead.org/professional-resources/publications/jped |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2023 |
| Sponsoring Agency: | National Science Foundation (NSF), Division of Human Resource Development (HRD) National Center for Medical Rehabilitation Research (NCMRR) (NICHD/NIH) |
| Contract Number: | 1246587 K12HD055929 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Undergraduate Students, Graduate Students, Mentors, Disabilities, Knowledge Level, STEM Education, Learning Disabilities, Self Management, Young Adults, Attention Deficit Hyperactivity Disorder, Student Experience, Peer Relationship |
| ISSN: | 2379-7762 2328-3343 |
| Abstract: | As young adults transition into adulthood they must develop effective self-regulation techniques to help them navigate the heightened expectations of independence placed upon them. During this challenging developmental stage, mentors and other supportive individuals can facilitate co-regulation processes that help young adults reach self-regulation. This qualitative research identifies and characterizes supportive processes of regulation that graduate student mentors engaged in as part of their mentorship interactions with undergraduate mentees with learning disabilities and attention-deficit hyperactivity disorder (LD/ADHD). Participants were part of a larger campus-based study with 52 undergraduate mentees with LD/ADHD and 57 graduate student mentors. Data were transcripts from mentor group meetings (N = 20) discussing LD/ADHD and the mentorship experiences, undergraduate group meetings (N = 13) discussing LD/ADHD experiences and supports, and an instrumental mentor case study. Structural coding was used to identify content related to mentorship experiences; process coding was used to describe the actions and roles undertaken by mentors; content analysis was used to examine relative salience of topics discussed during mentor group meetings. Four themes emerged describing the ways in which mentors acted as co-regulators for mentees including: Fostering Positive Relationships, Guidance Based on a Similar Path, Supporting Strategy Generation, and Supporting Mentees by Setting Limits. Findings highlight key actions and processes for effective co-regulation techniques used by disability-informed mentors, that support the self-regulation practices of undergraduate students with LD/ADHD to reach their educational, career, and personal goals. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1434821 |
| Database: | ERIC |
| Abstract: | As young adults transition into adulthood they must develop effective self-regulation techniques to help them navigate the heightened expectations of independence placed upon them. During this challenging developmental stage, mentors and other supportive individuals can facilitate co-regulation processes that help young adults reach self-regulation. This qualitative research identifies and characterizes supportive processes of regulation that graduate student mentors engaged in as part of their mentorship interactions with undergraduate mentees with learning disabilities and attention-deficit hyperactivity disorder (LD/ADHD). Participants were part of a larger campus-based study with 52 undergraduate mentees with LD/ADHD and 57 graduate student mentors. Data were transcripts from mentor group meetings (N = 20) discussing LD/ADHD and the mentorship experiences, undergraduate group meetings (N = 13) discussing LD/ADHD experiences and supports, and an instrumental mentor case study. Structural coding was used to identify content related to mentorship experiences; process coding was used to describe the actions and roles undertaken by mentors; content analysis was used to examine relative salience of topics discussed during mentor group meetings. Four themes emerged describing the ways in which mentors acted as co-regulators for mentees including: Fostering Positive Relationships, Guidance Based on a Similar Path, Supporting Strategy Generation, and Supporting Mentees by Setting Limits. Findings highlight key actions and processes for effective co-regulation techniques used by disability-informed mentors, that support the self-regulation practices of undergraduate students with LD/ADHD to reach their educational, career, and personal goals. |
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| ISSN: | 2379-7762 2328-3343 |
