Effect of Peer-Mentoring Programs on Academic Motivation and School Belonging in First-Generation Learners
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
This study aimed to examine the effectiveness of a peer-mentoring program on enhancing academic motivation and school belonging in first-generation learners. A randomized controlled trial design was used with 30 first-generation students from Canada, randomly assigned to either an intervention group (n = 15) that participated in an eleven-session peer-mentoring program or a control group (n = 15) that received no intervention. The sessions, conducted weekly over three months, focused on academic goal setting, motivation, school engagement, and emotional support. Data were collected at three time points—pre-test, post-test, and five-month follow-up—using the Academic Motivation Scale and the Psychological Sense of School Membership scale. Repeated measures ANOVA with Bonferroni post-hoc tests were conducted in SPSS-27 to analyze group differences over time. The intervention group showed significant improvements in both academic motivation and school belonging across time compared to the control group. Repeated measures ANOVA revealed a significant interaction effect between time and group for academic motivation (F(2, 56) = 28.42, p < .001, η² = .49) and for school belonging (F(2, 56) = 27.35, p < .001, η² = .47). Bonferroni post-hoc tests confirmed significant increases from pre-test to post-test and pre-test to follow-up for both variables in the intervention group (p < .001), with no significant change between post-test and follow-up, indicating sustained effects. The control group showed no significant changes over time. Peer mentoring significantly improves academic motivation and school belonging among first-generation learners, and these gains are sustained over time. Structured, relational interventions that emphasize shared experience, goal setting, and emotional support can play a key role in fostering educational engagement and persistence in marginalized student populations.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
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 | 0.003 | 0.001 |
| 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