Mentoring and Talent Development

This dissertation study examines the effect of mentoring on five doctoral student outcomes: satisfaction with advisor, intellectual property events, publications, presentations, and degree progress. Students who began their program between August, 2000 and January, 2003, provided information about mentoring from their advisor and other individuals, satisfaction with their advisor, doctoral productivity, and degree progress. Two mentoring factors, career and psychosocial support, significantly interacted and predicted satisfaction with advisor. Discipline significantly interacted with career and psychosocial support when predicting number of publications. Citizenship and identity did not significantly interact with career or psychosocial mentoring in predicting the dependent variables. Number of semesters of undergraduate research was significantly related to satisfaction with advisor, intellectual property events, presentations, and degree progress. Most individuals reported having a network of mentors.