Investigating athlete mentoring functions and their association with leadership behaviours and protégé satisfaction
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The purpose of the present study was twofold. The first purpose was to examine the relationship between athlete mentor leadership behaviours and protégé receipt of mentoring functions. The second purpose was to examine the association between mentoring functions and protégé satisfaction. Intercollegiate athletes who indicated that they were protégés (N = 272) completed measures to assess their athlete mentors’ use of leadership behaviours (DTLI) and mentoring functions (MRI). Protégés also completed an instrument (ASQ) which assessed the degree to which they were personally satisfied during the time they were mentored. The results of structural equation modelling showed that the transformational leadership behaviour of inspirational motivation was positively related to psychosocial mentoring. In addition, the transformational leadership behaviour of intellectual stimulation and the transactional leadership behaviour of contingent reward showed positive associations to vocational mentoring. Finally, results showed that psychosocial mentoring was positively related to protégé satisfaction. These findings provide sport psychology consultants, coaches, and athletes with important knowledge concerning which mentoring functions are related to specific leadership behaviours and protégé satisfaction.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.000 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it