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Satisfaction, Assessment and Adaptation to a Virtual Environment of the University Mentoring Programme GuíaMe-AC-UMA for Gifted High School Students

Author

Listed:
  • Serafina Castro-Zamudio

    (Department of Personality, Evaluation and Psychological Treatment, Faculty of Psychology, University of Malaga, 29010 Malaga, Spain)

  • Enrique Viguera

    (Department of Cellular Biology, Genetics and Animal Physiology, Faculty of Sciences, University of Malaga, 29010 Malaga, Spain)

  • Antonio Cortés-Ramos

    (Department of Developmental Psychology and Education, Faculty of Psychology and Speech Therapy, University of Malaga, 29010 Malaga, Spain)

  • María Teresa Castilla-Mesa

    (Department of Didactic and School Organization, Faculty of Education, University of Malaga, 29010 Malaga, Spain)

  • Daniel Valbuena-Díaz

    (Faculty of Psychology, University of La Laguna, 38200 Santa Cruz de Tenerife, Spain)

  • Isabel Moreno-Madrid

    (Faculty of Psychology, University of Malaga, 29010 Malaga, Spain)

Abstract

The purpose of this study is to analyse the satisfaction levels of participants (mentees, mentors, and technical-research team) of a university mentoring programme. The GuíaMe-AC-UMA is aimed at gifted high school students. Due to the COVID-19 pandemic, the IX edition was carried out in an online format. The results were compared to those of the in-person edition (VII edition) to assess whether there were differences between the editions. For this purpose, three versions (one for each participant type) of a Likert-type questionnaire were distributed among the participants of the 22 workshops offered by the GuíaMe-AC-UMA Programme. A total of 224 responses were received: 21 from the mentors, 181 from the mentees and 22 from the technical-research team. The results indicate a high level of satisfaction with the development of the workshops by all participants. While the mentees preferred the in-person edition, the rest of the participants showed no difference in satisfaction levels between editions. A similar result was observed when correcting for the subject area of the workshop. The in-person edition was valued higher than the online version by all. The overall level of satisfaction shown by all participants and the support for continuation of the programme suggest that this type of educational offer is beneficial and satisfactory for all involved, in accordance with previous research on mentoring programmes. These results indicate that programmes focused on young pre-university students with high abilities are valued; these results encourage us to continue the programme.

Suggested Citation

  • Serafina Castro-Zamudio & Enrique Viguera & Antonio Cortés-Ramos & María Teresa Castilla-Mesa & Daniel Valbuena-Díaz & Isabel Moreno-Madrid, 2022. "Satisfaction, Assessment and Adaptation to a Virtual Environment of the University Mentoring Programme GuíaMe-AC-UMA for Gifted High School Students," Sustainability, MDPI, vol. 14(9), pages 1-15, May.
    • Handle: RePEc:gam:jsusta:v:14:y:2022:i:9:p:5465-:d:807269
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    References listed on IDEAS

    as
    1. Bayer, Amanda & Grossman, Jean & DuBois, David, 2013. "School-Based Mentoring Programs: Using Volunteers to Improve the Academic Outcomes of Underserved Students," MPRA Paper 85140, University Library of Munich, Germany.
    2. DuBois, D.L. & Silverthorn, N., 2005. "Natural mentoring relationships and adolescent health: Evidence from a national study," American Journal of Public Health, American Public Health Association, vol. 95(3), pages 518-524.
    3. Antonio Cortés-Ramos & Juan Antonio Torrecilla García & Miguel Landa-Blanco & Francisco Javier Poleo Gutiérrez & María Teresa Castilla Mesa, 2021. "Activism and Social Media: Youth Participation and Communication," Sustainability, MDPI, vol. 13(18), pages 1-13, September.
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