Anchored by connection: Faculty mentorship as a catalyst for student belonging and retention

Abstract

<b>Objectives:</b> This study examined the associated between faculty mentor-student relationship quality and student well-being, and whether specific relationship dimensions (closeness, commitment, and complementarity) predicted well-being indicators. <b>Participants and Methods:</b> A total of 146 undergraduate students (age = 21.4, 73% female, 84% white) completed an online survey assessing faculty mentor-student relationship quality and five domains of well-being using validated measures. Data were analyzed using Spearman's correlations and bootstrapped linear regression models. <b>Results:</b> Closeness and complementarity were positively associated with all well-being indicators. Commitment was associated with higher perseverance and engagement. Regression analyses revealed that closeness positively predicted connectedness (<i>p</i> = 0.014), while commitment negatively predicted it (<i>p</i> = 0.019). Other well-being outcomes were not significantly predicted. <b>Conclusion:</b> Faculty mentor relationships are positively associated with student well-being though different dimensions influence well-being in distinct ways. Closeness supports broader connectedness, while high commitment may reflect reliance on mentors in lieu of wider social integration.

Affiliated Institutions

• University of Tennessee at Chattanooga US

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