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Cited by 604Mentoring and Academic DevelopmentCareer Development and DiversityJob Satisfaction and Organizational Behavior

An interdisciplinary meta-analysis of the potential antecedents, correlates, and consequences of protégé perceptions of mentoring

Eby, Lillian Turner de Tormes, Allen, Tammy D., Hoffman, Brian J., Baranik, Lisa E., Sauer, Julia B., Baldwin, Sean, Morrison, M. Ashley, Kinkade, Katie M. +3 more·2013·Psychological Bulletin
DOI 10.1037/a0029279
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Abstract

This meta-analysis summarized youth, academic, and workplace research on the potential antecedents (demographics, human capital, and relationship attributes), correlates (interaction frequency, relationship length, performance, motivation, and social capital), and consequences (attitudinal, behavioral, career-related, and health-related outcomes) of protégé perceptions of instrumental support, psychosocial support, and relationship quality to the mentor or to the relationship. A total of 173 meta-analytic correlations were computed based on data from 173 samples and a combined N of 40,737. Among antecedents, positive protégé perceptions were most strongly associated with greater similarity in attitudes, values, beliefs, and personality with their mentors (ρ ranged from .38 to .59). Among correlates, protégé perceptions of greater instrumental support (ρ = .35) and relationship quality (ρ = .54) were most strongly associated with social capital while protégé perceptions of greater psychosocial support were most strongly associated with interaction frequency (ρ = .25). Among consequences, protégé perceptions of greater instrumental support (ρ = .36) and relationship quality (ρ = .38) were most strongly associated with situational satisfaction while protégé perceptions of psychosocial support were most highly associated with sense of affiliation (ρ = .41). Comparisons between academic and workplace mentoring generally revealed differences in magnitude, rather than direction, of the obtained effects. The results should be interpreted in light of the methodological limitations (primarily cross-sectional designs and single-source data) and, in some instances, a small number of primary studies.

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  • Quality mentorship can provide students with instrumental and psychosocial support and relationship satisfaction, which is positively related to science self-efficacy, scientific identity, and value orientation in URE participants.

    “Quality mentorship can provide students with instrumental and psychosocial support and relationship satisfaction (22–24), which is positively related to science self-efficacy, scientific identity, and value orientation in URE participants (12).”

    From Gains in Scientific Identity, Scientific Self-Efficacy, and Career Intent Distinguish Upper-Level CUREs from Traditional Experiences in the Classroom (2022) · cites this paper as [22]

  • In Eby et al.'s meta-analysis, mentees' perceived similarity with their mentors in attitudes, values, beliefs, and personality was associated with overall mentoring satisfaction and instrumental and psychological support.

    “in Eby et al.’s [174] meta-analysis, which summarized youth, academic, and workplace research on potential mentoring antecedents, mentees’ perceived similarity with their mentors in attitudes, values, beliefs, and personality was associated with overall mentoring satisfaction and instrumental and psychological support.”

    From Unpacking Community-Based Youth Mentoring Relationships: An Integrative Review (2021) · cites this paper as [174]

  • The positive finding for the quality of the natural mentoring relationship is consistent with a meta-analysis on mentoring relationships in general, which showed that high-quality relationships were associated with more support and improved youth outcomes.

    “Furthermore, the positive finding for the quality of the natural mentoring relationship is consistent with a meta‐analysis on mentoring relationships in general (i.e., where no distinction was made between formal and natural relationships), which showed that high‐quality relationships were associated with more support and improved youth outcomes (Eby et al., 2013).”

    From Does Natural Mentoring Matter? A Multilevel Meta‐analysis on the Association Between Natural Mentoring and Youth Outcomes (2018) · cites this paper as Eby et al., 2013

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Authors
Eby, L. T. D. T., Allen, T. D., Hoffman, B. J., Baranik, L. E., Sauer, J. B., Baldwin, S., Morrison, M. A., Kinkade, K. M., Maher, C. P., Curtis, S., & Evans, S. C.
Affiliations
  • University of Georgia (US)
  • University of South Florida (US)
  • East Carolina University (US)
  • Children's Healthcare of Atlanta (US)
ORCID
Venue
Psychological Bulletin
Publisher
American Psychological Association (APA)
Published
2013-03
Volume
139
Issue
2
Pages
441-476
ISSN
  • 0033-2909 (ISSN-L)
  • 1939-1455
DOI
10.1037/a0029279
OpenAlex
W2120324166
Cited by
604
References
283
Citations by year
2026: 63 · 2025: 57 · 2024: 66 · 2023: 55 · 2022: 51 · 2021: 55 · 2020: 47 · 2019: 47 · 2018: 41 · 2017: 36 · 2016: 28 · 2015: 33 · 2014: 17 · 2013: 7 · 2012: 1
FWCI
2.60
Type
journal article
Language
en
Open access
closed
Locations
  • Psychological Bulletin (publishedVersion)
  • PubMed (publishedVersion)
Topics
  • Social Sciences › Psychology › Social Psychology › Mentoring and Academic Development
  • Social Sciences › Safety Research › Career Development and Diversity
  • Social Sciences › Business, Management and Accounting › Organizational Behavior and Human Resource Management › Job Satisfaction and Organizational Behavior
Keywords
mentoring, mentor-protégé relationships, instrumental support, psychosocial support, relationship quality, social capital, career development, workplace mentoring, academic mentorship, interaction frequency
MeSH terms
Adolescent, Adult, Attitude, Humans, Interpersonal Relations, Mentors, Motivation, Personality, Schools, Social Perception, Students, Workplace

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