This research was supported by the National Science Foundation under Grant 0936725. The views, opinions, and findings contained in this article are solely those of the authors and should not be construed as an official Department of the Army or Department of Defense position, policy, or decision, unless so designated by other documentation.
Understanding How Peer Mentoring and Capitalization Link STEM Students to Their Majors
Article first published online: 12 DEC 2012
© 2012 by the National Career Development Association. All rights reserved.
The Career Development Quarterly
Volume 60, Issue 4, pages 343–354, December 2012
How to Cite
Holland, J. M., Major, D. A. and Orvis, K. A. (2012), Understanding How Peer Mentoring and Capitalization Link STEM Students to Their Majors. The Career Development Quarterly, 60: 343–354. doi: 10.1002/j.2161-0045.2012.00026.x
- Issue published online: 12 DEC 2012
- Article first published online: 12 DEC 2012
- Received 05/11/11; Revised 09/22/11; Accepted 10/03/11
This study investigated the role of peer mentoring and voluntary self-development activities (i.e., capitalization) in anchoring science, technology, engineering, and mathematics students to their college majors. Online data were collected from 214 undergraduate students. As hypothesized, mentoring was positively related to capitalization, and both mentoring and capitalization were positively related to satisfaction with one's major, affective commitment to one's major, involvement in one's major, and willingness to be a mentor. Contrary to expectations, capitalization did not mediate the relationship between peer mentoring and student outcomes, suggesting that these constructs contribute independently to positive outcomes. Implications and future research directions are discussed.