The Science Behind Mentor Growth in Higher Education Settings

Astrove, S. L., & Kraimer, M. L. (2022). What and how do mentors learn? The role of relationship quality and mentoring self-efficacy in mentor learning. Personnel Psychology, 75(2), 485–513. https://doi.org/10.1111/peps.12471

Introduction

Astrove and Kraimer’s (2022) examine how mentors themselves learn through mentoring relationships. Drawing from social cognitive theory and relational mentoring perspectives, they explore how relationship quality and mentoring self-efficacy influence mentors’ acquisition of knowledge. Specifically in three areas regarding mentoring-specific, relational, occupational-specific, and self-knowledge.

Methods

The researchers conducted a longitudinal field study across three time periods with faculty who serve as mentors for students (n = 154) from multiple universities. They measured relationship quality, mentoring self-efficacy, and four distinct types of knowledge learned from mentoring. Using mixed-methods analysis, including qualitative coding and structural equation modeling, the study captured mentors’ perceived behavioral change intentions and their connection to learning outcomes.

Results

Findings revealed that relationship quality significantly predicted psychosocial mentoring self-efficacy, which in turn positively related to mentors’ acquisition of skills directly applicable to mentors’ professional development. However, relationship quality did not directly predict other types of knowledge (relational, mentoring-specific, or self-knowledge). Instead, behavioral change intentions, which can be considered as the willingness to alter one’s behavior based on mentoring interactions, mediated these relationships.

Discussion

The authors conclude that mentoring is a mutual learning process grounded in social exchange and self-efficacy. High-quality mentoring relationships help mentors gain career-relevant knowledge through increased confidence and engagement. The study advances mentoring theory by focusing on mentors’ growth, highlighting that mentors learn by reflecting on and adapting their own behaviors in response to mentees’ experiences.

Implications for Mentoring Programs

Mentoring programs should emphasize relationship-building and self-reflection rather than solely focusing on skill transfer to mentees. Training that strengthens mentors’ self-efficacy and encourages behavioral adaptability can maximize reciprocal learning. Program designers should consider integrated-structured reflection tools or mentor peer circles to enhance learning outcomes and sustain high-quality mentoring relationships.

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