Effects of a Technology-Enhanced University Peer Mentoring Program on First-Year Academic and Well-Being Outcomes
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| Title: | Effects of a Technology-Enhanced University Peer Mentoring Program on First-Year Academic and Well-Being Outcomes |
|---|---|
| Language: | English |
| Authors: | Alexandra Werntz (ORCID |
| Source: | International Journal of Mentoring and Coaching in Education. 2026 15(2):193-208. |
| Availability: | Emerald Publishing Limited. Howard House, Wagon Lane, Bingley, West Yorkshire, BD16 1WA, UK. Tel: +44-1274-777700; Fax: +44-1274-785201; e-mail: emerald@emeraldinsight.com; Web site: http://www.emerald.com/insight |
| Peer Reviewed: | Y |
| Page Count: | 16 |
| Publication Date: | 2026 |
| Sponsoring Agency: | National Institute of Mental Health (NIMH) (DHHS/NIH) |
| Contract Number: | 1R41MH12679501A1 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Peer Teaching, Mentors, College Freshmen, Program Effectiveness, Grade Point Average, Academic Persistence, Self Efficacy, Sense of Belonging, Well Being, Withdrawal (Education), Private Colleges, College Students |
| DOI: | 10.1108/IJMCE-03-2025-0027 |
| ISSN: | 2046-6854 2046-6862 |
| Abstract: | Purpose: Well-trained peer mentors can provide a first line of support to incoming college students, preventing the escalation of early stressors and administrative missteps while promoting students' engagement in helpful resources. MentorPRO, a novel all-in-one mentoring platform, was implemented in a private university in the northeastern USA to support incoming first-year students by pairing them with a trained and paid peer mentor and to provide them with just-in-time resources. Design/methodology/approach: This study used propensity score matching to examine the effects of engaging with MentorPRO on first-year students' academic functioning and linear regression to examine the effects on well-being outcomes. Findings: Greater engagement (as measured by more check-ins and student-initiated messages) was associated with higher end-of-year grade point averages, more course withdrawals and higher levels of self-reported academic self-efficacy, belonging and overall well-being. Originality/value: Implications for scaling access to evidence-based interventions and bridging gaps in student services are discussed. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1506500 |
| Database: | ERIC |
| Abstract: | Purpose: Well-trained peer mentors can provide a first line of support to incoming college students, preventing the escalation of early stressors and administrative missteps while promoting students' engagement in helpful resources. MentorPRO, a novel all-in-one mentoring platform, was implemented in a private university in the northeastern USA to support incoming first-year students by pairing them with a trained and paid peer mentor and to provide them with just-in-time resources. Design/methodology/approach: This study used propensity score matching to examine the effects of engaging with MentorPRO on first-year students' academic functioning and linear regression to examine the effects on well-being outcomes. Findings: Greater engagement (as measured by more check-ins and student-initiated messages) was associated with higher end-of-year grade point averages, more course withdrawals and higher levels of self-reported academic self-efficacy, belonging and overall well-being. Originality/value: Implications for scaling access to evidence-based interventions and bridging gaps in student services are discussed. |
|---|---|
| ISSN: | 2046-6854 2046-6862 |
| DOI: | 10.1108/IJMCE-03-2025-0027 |
