Abstract
Preparing college students to be active contributors to the next generation is an important function of higher education. This assumption about generativity forms a cornerstone in this mixed methods study that examined generativity levels among 273 college students at a 4-year public university. MANCOVA results indicated that college students who mentor demonstrated significantly higher generativity than nonmentoring students. Interviews with 9 mentoring students revealed that, although a “seed of generativity” may have already been planted, their mentoring experience served as a “lab” for learning how to be generative. The integrated findings offer important contributions relative to leadership and social responsibility.
Original language | English (US) |
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Pages (from-to) | 651-669 |
Number of pages | 19 |
Journal | Journal of College Student Development |
Volume | 56 |
Issue number | 7 |
DOIs | |
State | Published - Oct 2015 |
Externally published | Yes |
ASJC Scopus subject areas
- Education