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Anchored by connection: Faculty mentorship as a catalyst for student belonging and retention.

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Title: Anchored by connection: Faculty mentorship as a catalyst for student belonging and retention.
Authors: Hathaway, Elizabeth D. (AUTHOR), Hamilton, Kara C. (AUTHOR)
Source: Journal of American College Health. Jul2026, Vol. 74 Issue 6, p1517-1521. 5p.
Subjects: Cross-sectional method, Self-evaluation, Scale analysis (Psychology), Data analysis, Undergraduates, Universities & colleges, Questionnaires, Mentoring, College teachers, Psychological well-being, Psychological adaptation, Academia, Descriptive statistics, Social integration, Psychological stress, Statistics, Teacher-student relationships, Comparative studies, Confidence intervals, Regression analysis
Geographic Terms: United States
Abstract: Objectives: This study examined the associated between faculty mentor-student relationship quality and student well-being, and whether specific relationship dimensions (closeness, commitment, and complementarity) predicted well-being indicators. Participants and Methods: A total of 146 undergraduate students (age = 21.4, 73% female, 84% white) completed an online survey assessing faculty mentor-student relationship quality and five domains of well-being using validated measures. Data were analyzed using Spearman's correlations and bootstrapped linear regression models. Results: Closeness and complementarity were positively associated with all well-being indicators. Commitment was associated with higher perseverance and engagement. Regression analyses revealed that closeness positively predicted connectedness (p = 0.014), while commitment negatively predicted it (p = 0.019). Other well-being outcomes were not significantly predicted. Conclusion: Faculty mentor relationships are positively associated with student well-being though different dimensions influence well-being in distinct ways. Closeness supports broader connectedness, while high commitment may reflect reliance on mentors in lieu of wider social integration. [ABSTRACT FROM AUTHOR]
Copyright of Journal of American College Health is the property of Taylor & Francis Ltd 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.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Anchored by connection: Faculty mentorship as a catalyst for student belonging and retention.
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+American+College+Health%22">Journal of American College Health</searchLink>. Jul2026, Vol. 74 Issue 6, p1517-1521. 5p.
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  Data: <searchLink fieldCode="DE" term="%22Cross-sectional+method%22">Cross-sectional method</searchLink><br /><searchLink fieldCode="DE" term="%22Self-evaluation%22">Self-evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Scale+analysis+%28Psychology%29%22">Scale analysis (Psychology)</searchLink><br /><searchLink fieldCode="DE" term="%22Data+analysis%22">Data analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Undergraduates%22">Undergraduates</searchLink><br /><searchLink fieldCode="DE" term="%22Universities+%26+colleges%22">Universities & colleges</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Mentoring%22">Mentoring</searchLink><br /><searchLink fieldCode="DE" term="%22College+teachers%22">College teachers</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+well-being%22">Psychological well-being</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+adaptation%22">Psychological adaptation</searchLink><br /><searchLink fieldCode="DE" term="%22Academia%22">Academia</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Social+integration%22">Social integration</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+stress%22">Psychological stress</searchLink><br /><searchLink fieldCode="DE" term="%22Statistics%22">Statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Teacher-student+relationships%22">Teacher-student relationships</searchLink><br /><searchLink fieldCode="DE" term="%22Comparative+studies%22">Comparative studies</searchLink><br /><searchLink fieldCode="DE" term="%22Confidence+intervals%22">Confidence intervals</searchLink><br /><searchLink fieldCode="DE" term="%22Regression+analysis%22">Regression analysis</searchLink>
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  Data: Objectives: This study examined the associated between faculty mentor-student relationship quality and student well-being, and whether specific relationship dimensions (closeness, commitment, and complementarity) predicted well-being indicators. Participants and Methods: A total of 146 undergraduate students (age = 21.4, 73% female, 84% white) completed an online survey assessing faculty mentor-student relationship quality and five domains of well-being using validated measures. Data were analyzed using Spearman's correlations and bootstrapped linear regression models. Results: Closeness and complementarity were positively associated with all well-being indicators. Commitment was associated with higher perseverance and engagement. Regression analyses revealed that closeness positively predicted connectedness (p = 0.014), while commitment negatively predicted it (p = 0.019). Other well-being outcomes were not significantly predicted. Conclusion: Faculty mentor relationships are positively associated with student well-being though different dimensions influence well-being in distinct ways. Closeness supports broader connectedness, while high commitment may reflect reliance on mentors in lieu of wider social integration. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Journal of American College Health is the property of Taylor & Francis Ltd 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.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=pbh&AN=195126920
RecordInfo BibRecord:
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      – Type: doi
        Value: 10.1080/07448481.2025.2593310
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      – Code: eng
        Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 5
        StartPage: 1517
    Subjects:
      – SubjectFull: Cross-sectional method
        Type: general
      – SubjectFull: Self-evaluation
        Type: general
      – SubjectFull: Scale analysis (Psychology)
        Type: general
      – SubjectFull: Data analysis
        Type: general
      – SubjectFull: Undergraduates
        Type: general
      – SubjectFull: Universities & colleges
        Type: general
      – SubjectFull: Questionnaires
        Type: general
      – SubjectFull: Mentoring
        Type: general
      – SubjectFull: College teachers
        Type: general
      – SubjectFull: Psychological well-being
        Type: general
      – SubjectFull: Psychological adaptation
        Type: general
      – SubjectFull: Academia
        Type: general
      – SubjectFull: Descriptive statistics
        Type: general
      – SubjectFull: Social integration
        Type: general
      – SubjectFull: Psychological stress
        Type: general
      – SubjectFull: Statistics
        Type: general
      – SubjectFull: Teacher-student relationships
        Type: general
      – SubjectFull: Comparative studies
        Type: general
      – SubjectFull: Confidence intervals
        Type: general
      – SubjectFull: Regression analysis
        Type: general
      – SubjectFull: United States
        Type: general
    Titles:
      – TitleFull: Anchored by connection: Faculty mentorship as a catalyst for student belonging and retention.
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            NameFull: Hathaway, Elizabeth D.
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            NameFull: Hamilton, Kara C.
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            – D: 01
              M: 07
              Text: Jul2026
              Type: published
              Y: 2026
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