EXPLORING THE IMPACT OF PEER MENTORING ON STUDENT MENTORS’ SELF-IDENTITY AND SENSE OF BELONGING AT THE UNIVERSITY OF QUEENSLAND

Abstract

This study investigates the relationship between peer mentoring, students' sense of belonging, and leadership identity at the University of Queensland (UQ). The research builds on existing evidence that highlights the critical role of belonging in student success (Allen et al., 2021) and the development of leadership identity (Eller, Lev, & Feurer, 2014). Using data from a survey of UQ students, the study aims to determine the impact of participating in peer mentoring roles on these outcomes.

The survey results indicate that students who serve as peer mentors report higher levels of belonging and a stronger sense of leadership self-identity than their non-mentoring counterparts. These findings underscore the importance of peer mentoring programs in fostering a supportive academic environment and promoting leadership development among students. Such programs not only align with UQ's strategic objectives but also emphasise the broader role of mentoring in enhancing the overall educational experience in tertiary institutions.

Despite the positive outcomes, this pilot study acknowledges some limitations. For instance, the sample size and demographic diversity may limit the generalizability of the findings. Future research should consider longitudinal studies to better understand the long-term effects of peer mentoring and explore other variables that might influence students' sense of belonging and leadership identity.

In conclusion, this study highlights the significant benefits of peer mentoring in higher education. By promoting a sense of belonging and leadership development, peer mentoring programs can play a crucial role in student success and align with institutional goals to foster a supportive and empowering academic community.

REFERENCES

Allen, K.-A., Kern, M. L., Rozek, C. S., McInerney, D. M., & Slavich, G. M. (2021). Belonging: a review of conceptual issues, an integrative framework, and directions for future research. Australian Journal of Psychology, 73(1), 87–102.

Eller, L. S., Lev, E. L., & Feurer, A. (2014). Key components of an effective mentoring relationship: A qualitative study. Nurse Education Today, 34(5), 815–820.