Does Our Peer Mentoring Program Help? Effects on Probation Students’ Academic Possible Selves, GPA, and Retention

Abstract

This investigation includes an initial, quasi-experimental mixed methods study in to the effects of peer mentoring for at-risk, first year probationary students. Two treatment groups (weekly and bi-weekly peer mentoring) and no peer mentoring group were compared to measure group differences. No positive impacts on students’ GPA or retention from peer mentoring were found. One treatment group had significantly lower Persistent Academic Possible Selves. Qualitative data from the peer mentors was analyzed to provide context. A replication study with a refined treatment grouping, again did not demonstrate that the peer mentoring program had a statistically significant impact on student retention.