Mentoring for entrepreneurs: A boost or a crutch? Long-term effect of mentoring on self-efficacy
Bibliographic record
Abstract
This study focuses on whether a mentor can facilitate the development of entrepreneurial self-efficacy particularly with regard to opportunity recognition (ESE-OR) for novice entrepreneurs and whether their level of learning goal orientation (LGO) has a moderating effect. Based on a sample of 219 mentees and a longitudinal follow-up for 106 of these respondents, the results show that mentoring supports the development of ESE-OR, but only for low LGO mentees. Furthermore, the effect of mentoring on ESE-OR for low LGO mentees is ephemeral as it decreases once the relationship ends. This suggests the need for long-term support in order to maintain their ESE-OR high throughout the entrepreneurial endeavour. At the opposite end, high-LGO mentees see their ESE-OR slightly decline in an intense mentoring relationship suggesting that mentoring helps to adjust ESE-OR to a more appropriate level for novice entrepreneurs.
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How this classification was reachedexpand
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 | 0.007 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.000 | 0.001 |
| 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 itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".