Abstract

Mentees report that mentoring has been beneficial to their life as a university student. Their mentors can give sound, informed, and appropriate pieces of advice that they appreciate and eventually integrate in their lives. Using hermeneutic phenomenology, this research looks into the motivations to be mentored of 12 university students who are in a formal mentoring program offered by their university. Based on the Organismic Integration Theory under Self-determination Theory, the motivations of these students are primarily identification, and secondly integration. Identification, a type of internalization where there is more relative autonomy and conscious endorsement of values and regulations, is evidenced when the students identify the things they get from their mentors as personally valuable and important for them. They experience greater autonomy and have a more internal perceived locus of causality. Secondly, integrated regulation results from bringing a value or regulation into congruence with the other aspects of the person, such as certain religious practices, valuing of family, studies, friends, and life choices. Implications of these findings and further research are presented.

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Presentation Type

Paper Presentation in a Themed Session

Theme

Learning in Higher Education

KEYWORDS

HERMENEUTIC PHENOMENOLOGY, MOTIVATION, INTERNAL MOTIVATION, EXTERNAL MOTIVATION, INTEGRATION, IDENTIFICATION

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