THE EFFECTS OF LACK OF MENTORS ON THE CAREER PATH OF 4TH YEAR BS

PSYCHOLOGY STUDENTS IN EARIST CAVITE CAMPUS

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

The main focus of this chapter is to present the various literature and studies from both local and

foreign researchers and proponents that have a substantial impact on the variables under

investigation. This study focuses on the effects of lack of mentors on the Career path of

graduating students—specifically, fourth-year students from the EARIST– Cavite Campus.

Local Literature

According to Philippine Australia Human Resource and Organisational Development Facility

(2016), A documented Mentoring Agreement can serve as a reminder for both parties

particularly in terms of each other's short-term and long term goals, roles, responsibilities,

guidelines, and other vital details of their engagement. Such mentoning agreement is also a

handy reference for evaluating the mentorship at the end of the engagement period. Likewise,

this document can serve as an objective basis for both parties to decide whether to continue or

end the mentoring relationship Either way, the closure has a good chance of providing a learning

opportunity notwithstanding the possicility of a compromised relationship.

According to Gutierrez M. (2016), it is found that having mentoring relationships offers several

advantages, particularly for junior faculty members. This showed that students in a mentoring

relationship had higher rates of research involvement, more frequent administrative tasks, and

greater career-related outcomes such as publications, presentations, ongoing research, new

teaching strategies, clinical expertise, service activities, program development, and job changes

or promotions. Additionally, it found that institutional-based and structured formal mentoring

programs were more effective. This may be due to the fact that these programs have clear goals

for the mentoring relationship, all student are paired with a mentor, there are monetary incentives

and recognition for mentors through certificates, and the program is evaluated.

Foreign Literature

As mentioned by Mangione, Borden, Nadkarni, Evarts, and Hyde (2018 ), it was found that

mentors played a crucial role in supporting students of all academic levels. This finding is not

surprising as working alongside a faculty member's research team offers students various

benefits, such as opportunities for professional development, increased confidence, and role

modeling. These advantages can aid students in achieving their academic or professional goals.

Bases on Eby & Robertson, (2020), effective mentorship involves offering both professional and

emotional support to the mentee, as well as a positive overall experience, trust, effectiveness, and

mutual exchange between the mentor and mentee. This type of mentorship is crucial for graduate

students' growth, education, and success during their studies based on (NASEM, 2019).
Local Studies

According to Mullen, C.A.; Klimaitis, C.C(2021) A mentor can also illustrate the importance of

sharing knowledge and abilities by exhibiting favorable information-sharing habits. Mentoring

can promote a more cohesive and cooperative learning environment by fostering a culture of

information exchange, where individuals can learn from one another and attain their objectives

collectively. Additionally, mentoring contributes to the development of competencies by

supplying guidance, support, and feedback as the mentee acquires new knowledge and abilities.

According to Atkins, K., et. al (2020) , A mentor helps mentees recognize areas where they need

to enhance their competencies and provides resources and assistance to help them achieve their

objectives. Mentors can offer valuable insights and perspectives by sharing their own

experiences, which can assist the individual in overcoming obstacles and progressing in their

development. This can boost the mentees' confidence and self-efficacy, promoting continuous

growth and improvement. Mentoring is an effective tool for fostering competency development

and aiding individuals in reaching their full potential. As a result, mentoring enhances research

skills by providing guidance, support, and feedback throughout the research process. Mentors

offer feedback, identify areas for improvement, and provide encouragement and motivation.

Foreign Studies

K., Willis L., (2008) A study that analyzed existing research, known as a meta-analysis, found

that providing career, social, and role model guidance to mentees resulted in five positive

outcomes for the mentors themselves. These outcomes included higher levels of job satisfaction,

stronger organizational commitment, lower turnover intent, better job performance, and greater
career success. The results showed that mentors were generally more satisfied with their jobs and

committed to their organizations than non-mentors. The study also indicated that career

mentoring was most strongly associated with career success, psychosocial mentoring with

organizational commitment, and role modeling mentoring with job performance.

Based on the studies conducted by Brevarda E., Booker K, (2017), the university level,

mentoring involves both academic guidance and social support for students. This study aimed to

understand how first-year African-American students experienced a year-long mentoring

program at a medium-sized liberal arts college. The study surveyed 58 African-American

undergraduates at the end of the program. The results showed that most students found the

program beneficial and a positive part of their college transition. However, some students who

were paired with older students had mixed experiences. The study suggests that mentoring

programs that combine faculty, staff, and senior student mentors should be considered.