RT Journal Article
T1 Does mentoring frequency matter? Effects on dropout rates and average grades among university students
A1 Alonso García, Miguel Aurelio
A1 González Ortiz de Zárate, Aitana
A1 Aliagas Ocaña, Irene
A1 Gómez Flechoso, María De Los Ángeles
AB Mentoring programs are essential in supporting first-year university students by reducing dropout rates and enhancing grades. However, the optimal number of meetings has not been extensively explored. This article examines how the number of meetings influences outcomes across disciplines and demographics. Using a quasiexperimental approach with 9063 students (4 + meetings, n = 3074; ≤3 meetings, n = 2958; 0 meetings, n = 3031), who belonged to different areas of study, we analyzed dropout rates and grades through chi-square tests, phi statistics, ANOVA, and Bonferroni adjustments. Results indicate that more meetings generally lead to lower dropout rates and higher grades. However, exceptions exist in Science and Engineering, ≤ 3 meetings were as effective as 4 + meetings at reducing dropouts; while in Arts, Humanities, Social, and Legal Sciences, they were equally effective at improving grades. These findings suggest institutions can optimize mentoring strategies by tailoring programs to specific student needs, improving educational outcomes and fostering success.
PB Elsevier
YR 2025
FD 2025-11-05
LK https://hdl.handle.net/20.500.14352/125811
UL https://hdl.handle.net/20.500.14352/125811
LA eng
NO Alonso García, M. A., González Ortiz de Zárate, A., Aliagas, I., & Gómez-Flechoso, M. Á. (2025). Does mentoring frequency matter ? Effects on dropout rates and average grades among university students. Evaluation and Program Planning, 114, 102729. https://doi.org/10.1016/j.evalprogplan.2025.102729
DS Docta Complutense
RD 20 ene 2026