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Related Experiment Video

Updated: Jul 25, 2025

Multimodal Protocol for Assessing Metacognition and Self-Regulation in Adults with Learning Difficulties
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Measuring mentoring in employability-oriented higher education programs: scale development and validation.

Wendy Nuis1, Mien Segers1, Simon Beausaert1

  • 1Department of Educational Research and Development, School of Business and Economics, Maastricht University, Tongersestraat 53, 6211 LM Maastricht, the Netherlands.

Higher Education
|June 26, 2023
PubMed
Summary

This study developed and validated a new questionnaire to measure the effectiveness of higher education mentoring programs. The tool reliably assesses six key types of mentoring support, aiding program evaluation.

Keywords:
CompetencesEmployabilityHigher educationMentoringQuestionnaire

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Area of Science:

  • Educational Psychology
  • Higher Education Administration
  • Program Evaluation

Background:

  • Higher education institutions increasingly use mentoring programs to enhance student employability.
  • Existing methods for measuring mentoring program effectiveness lack validation and theoretical grounding.
  • Previous assessments often overlook the diverse range of support mentors provide.

Purpose of the Study:

  • To develop and validate a comprehensive questionnaire for assessing various types of mentoring support.
  • To provide a theoretically grounded and psychometrically sound instrument for higher education mentoring.

Main Methods:

  • Systematic literature review to inform questionnaire development.
  • Exploratory and confirmatory factor analysis on data from four higher education institutions.
  • Cross-validation of the final instrument across different sub-populations.

Main Results:

  • A statistically valid and reliable 21-item, 6-factor model of mentoring support was identified.
  • The validated factors include: trust and availability, emotional support, networking support, autonomy support, similarity, and empathy.
  • The questionnaire demonstrated reliability and validity across diverse higher education contexts.

Conclusions:

  • The developed questionnaire offers a robust tool for educational practitioners to evaluate mentoring program quality.
  • The instrument can identify specific areas of mentoring support that may require enhancement.
  • This validated tool contributes to evidence-based practices in higher education mentoring.