Peer mentoring, university dropout and academic performance before, during, and after the pandemic in Spain

Abstract

Peer mentoring programs in higher education aim to facilitate student integration and enhance both retention and academic performance. This study investigated the effectiveness of a peer mentoring program at a Spanish university over five academic years (2018–19–2022–23), encompassing the COVID-19 pandemic. Employing a quasi-experimental posttest-only control group design, we analyzed data from 4962 students (mentees: n = 2481; controls: n = 2481). Statistical analyses included independent t-tests, Cohen’s d, phi coefficient, chi-square tests, and two-way ANOVA. Results demonstrated significantly lower dropout rates and higher academic performance among mentees compared to controls across all study years. These positive effects were observed inconsistently across most of the studied student characteristics, including gender, study choice order, region of origin, and field of study. Furthermore, our findings supported the mediating role of academic performance in the relationship between peer mentoring and dropout. This research provides valuable empirical evidence that supports the theoretical frameworks on peer mentoring, student development, and successful integration within the context of higher education, particularly during times of crisis.