View in EDS

Disability-Informed Graduate-Student Mentors Foster Co-Regulation for Undergraduates in STEM with Learning and Attention Disabilities

Saved in:
Bibliographic Details
Title: Disability-Informed Graduate-Student Mentors Foster Co-Regulation for Undergraduates in STEM with Learning and Attention Disabilities
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
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1434821
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: EJ1434821
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Disability-Informed Graduate-Student Mentors Foster Co-Regulation for Undergraduates in STEM with Learning and Attention Disabilities
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Consuelo+M%2E+Kreider%22">Consuelo M. Kreider</searchLink><br /><searchLink fieldCode="AR" term="%22Sharon+Medina%22">Sharon Medina</searchLink><br /><searchLink fieldCode="AR" term="%22Carrie+M%2E+Comstock%22">Carrie M. Comstock</searchLink><br /><searchLink fieldCode="AR" term="%22Mackenzi+R%2E+Slamka%22">Mackenzi R. Slamka</searchLink><br /><searchLink fieldCode="AR" term="%22Chang-Yu+Wu%22">Chang-Yu Wu</searchLink><br /><searchLink fieldCode="AR" term="%22Mei-Fang+Lan%22">Mei-Fang Lan</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Journal+of+Postsecondary+Education+and+Disability%22"><i>Journal of Postsecondary Education and Disability</i></searchLink>. 2023 36(3):257-275.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: 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
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 19
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2023
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: National Science Foundation (NSF), Division of Human Resource Development (HRD)<br />National Center for Medical Rehabilitation Research (NCMRR) (NICHD/NIH)
– Name: NumberContract
  Label: Contract Number
  Group: NumCntrct
  Data: 1246587<br />K12HD055929
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Audience
  Label: Education Level
  Group: Audnce
  Data: <searchLink fieldCode="EL" term="%22Higher+Education%22">Higher Education</searchLink><br /><searchLink fieldCode="EL" term="%22Postsecondary+Education%22">Postsecondary Education</searchLink>
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Undergraduate+Students%22">Undergraduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Graduate+Students%22">Graduate Students</searchLink><br /><searchLink fieldCode="DE" term="%22Mentors%22">Mentors</searchLink><br /><searchLink fieldCode="DE" term="%22Disabilities%22">Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Knowledge+Level%22">Knowledge Level</searchLink><br /><searchLink fieldCode="DE" term="%22STEM+Education%22">STEM Education</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Disabilities%22">Learning Disabilities</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Management%22">Self Management</searchLink><br /><searchLink fieldCode="DE" term="%22Young+Adults%22">Young Adults</searchLink><br /><searchLink fieldCode="DE" term="%22Attention+Deficit+Hyperactivity+Disorder%22">Attention Deficit Hyperactivity Disorder</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Experience%22">Student Experience</searchLink><br /><searchLink fieldCode="DE" term="%22Peer+Relationship%22">Peer Relationship</searchLink>
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 2379-7762<br />2328-3343
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: 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.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2024
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1434821
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1434821
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 19
        StartPage: 257
    Subjects:
      – SubjectFull: Undergraduate Students
        Type: general
      – SubjectFull: Graduate Students
        Type: general
      – SubjectFull: Mentors
        Type: general
      – SubjectFull: Disabilities
        Type: general
      – SubjectFull: Knowledge Level
        Type: general
      – SubjectFull: STEM Education
        Type: general
      – SubjectFull: Learning Disabilities
        Type: general
      – SubjectFull: Self Management
        Type: general
      – SubjectFull: Young Adults
        Type: general
      – SubjectFull: Attention Deficit Hyperactivity Disorder
        Type: general
      – SubjectFull: Student Experience
        Type: general
      – SubjectFull: Peer Relationship
        Type: general
    Titles:
      – TitleFull: Disability-Informed Graduate-Student Mentors Foster Co-Regulation for Undergraduates in STEM with Learning and Attention Disabilities
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Consuelo M. Kreider
      – PersonEntity:
          Name:
            NameFull: Sharon Medina
      – PersonEntity:
          Name:
            NameFull: Carrie M. Comstock
      – PersonEntity:
          Name:
            NameFull: Mackenzi R. Slamka
      – PersonEntity:
          Name:
            NameFull: Chang-Yu Wu
      – PersonEntity:
          Name:
            NameFull: Mei-Fang Lan
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 01
              Type: published
              Y: 2023
          Identifiers:
            – Type: issn-print
              Value: 2379-7762
            – Type: issn-electronic
              Value: 2328-3343
          Numbering:
            – Type: volume
              Value: 36
            – Type: issue
              Value: 3
          Titles:
            – TitleFull: Journal of Postsecondary Education and Disability
              Type: main
ResultId 1