July 26, 2021
July 26, 2021
July 19, 2022
As the COVID-19 pandemic has significantly disrupted engineering graduate students’ learning progress, electronic mentoring has become an emerging approach for faculty to support students. The present study investigated students’ e-mentoring experience and academic, career, and mental health outcomes among 566 engineering graduate students from 44 institutions in 16 states. Descriptive results showed that face-to-face mentoring activities during the COVID-19 outbreak were mainly replaced by video conferencing and emailing. Our structural equation modeling (SEM) results indicated that e-mentoring inputs (i.e., e-mentoring attitude and individual development plan) and processes (i.e., e-mentoring frequency, perceived instrumental support, and perceived psychosocial support) are positively associated with mentoring satisfaction, which in turn positively predicts student academic, career, and mental health outcomes. The findings also revealed that mentoring experience, academic progress, career self-belief, and mental health of underrepresented groups—females, lower socioeconomic status (SES) students, and students with disabilities—were disproportionately negatively affected by the COVID-19 pandemic.
Chang, C., & Saw, G. K., & Lomelí-Carrillo, U., & Zhi, M., & Romano, K., & Culbertson, R. (2021, July), Electronic Mentoring During the COVID-19 Pandemic: Effects on Engineering Graduate Students’ Academic, Career, and Mental Health Outcomes Paper presented at 2021 ASEE Virtual Annual Conference Content Access, Virtual Conference. https://peer.asee.org/37018
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