New Measure of Mentee-Mentor Identification

Bates III, A. L., Cartwright, J. K., & Young, L. V. (2024). I see you in me: measuring mentee-mentor identification in peer-mentoring relationships. Mentoring & Tutoring: Partnership in Learning, 32(2), 120-143. https://doi.org/10.1080/13611267.2024.2313840

Introduction

While the benefits of mentoring relationships are well-documented, less attention has been given to the psychological mechanisms that contribute to effective mentorship. One such mechanism is mentee-mentor identification, which refers to the extent to which mentees perceive similarities with their mentors and integrate aspects of their mentor’s identity into their own self-concept.

Bates III and colleagues (2024) explored the concept of identification in peer-mentoring relationships by developing and testing measures of mentee identification with the mentor, and mentor identification with the mentee.  

Methods

The study included 969 mentees and 96 mentors in the U.S. Service Academy cadet squad peer-mentoring relationships. The researchers utilized a mixed-methods approach. They conducted a literature review, interviews with cadets and faculty members, and surveys to develop and validate their identification measures.  

Results

Results indicated that identification does occur in peer mentoring relationships. Factor analyses revealed distinct structures for mentee and mentor identification. Mentee identification comprised three factors: identification, empathy, and similarity, while mentor identification included four factors: two forms of identification, self-image, and empathy.  

Discussion

The authors concluded that these findings contribute to the literature by providing psychometrically tested measures of identification. These measures differentiate identification from related constructs such as empathy and similarity. The study also supports prominent theories that identification in mentoring relationships includes sources of identification (past, present, and future selves) and identification mechanisms (projection, recognition, and integration).  

Implications for Mentoring Programs

The measures developed in this study can help mentoring programs assess and understand the level of identification between mentors and mentees. By recognizing that identification is a multifaceted construct, programs can design interventions and training to foster stronger mentor-mentee connections, which may lead to improved mentoring outcomes. 

The full article can be found here