“In helping my mentee, I grew too”. A qualitative study of socio-emotional growth among mentors in India
ENG- This thesis explores the socio-emotional development of college student mentors participating in a school-based mentoring (SBM) program in India. Situated within the broader challenges of educational inequity, urban-rural divides, and the underutilization of mentoring in Indian education, the s...
| Autor: | |
|---|---|
| Tipo de recurso: | tesis doctoral |
| Estado: | Versión publicada |
| Fecha de publicación: | 2025 |
| País: | España |
| Institución: | CBUC, CESCA |
| Repositorio: | TDR. Tesis Doctorales en Red |
| OAI Identifier: | oai:www.tdx.cat:10803/695987 |
| Acceso en línea: | http://hdl.handle.net/10803/695987 |
| Access Level: | acceso embargado |
| Palabra clave: | Mentoria escolar Mentoría escolar School Based Mentoring Percepcions del mentor Percepciones del mentor Mentor perceptions Poder del mentor Mentor Power Humilitat del mentor Humildad del mentor Mentor Humility Qualitat del mentor Calidad del mentor Mentor Quality Mentoria en educació superior Mentoría en educación superior Mentoring in Higher Education Mentoria a l'Índia Mentoría en la India Mentoring in India 373 |
| id |
ES_c5e6f4f856583bc4ebd6c248ab979bb2 |
|---|---|
| oai_identifier_str |
oai:www.tdx.cat:10803/695987 |
| network_acronym_str |
ES |
| network_name_str |
España |
| repository_id_str |
|
| dc.title.none.fl_str_mv |
“In helping my mentee, I grew too”. A qualitative study of socio-emotional growth among mentors in India |
| title |
“In helping my mentee, I grew too”. A qualitative study of socio-emotional growth among mentors in India |
| spellingShingle |
“In helping my mentee, I grew too”. A qualitative study of socio-emotional growth among mentors in India Kumar, Anuradha Thittai Mentoria escolar Mentoría escolar School Based Mentoring Percepcions del mentor Percepciones del mentor Mentor perceptions Poder del mentor Mentor Power Humilitat del mentor Humildad del mentor Mentor Humility Qualitat del mentor Calidad del mentor Mentor Quality Mentoria en educació superior Mentoría en educación superior Mentoring in Higher Education Mentoria a l'Índia Mentoría en la India Mentoring in India 373 |
| title_short |
“In helping my mentee, I grew too”. A qualitative study of socio-emotional growth among mentors in India |
| title_full |
“In helping my mentee, I grew too”. A qualitative study of socio-emotional growth among mentors in India |
| title_fullStr |
“In helping my mentee, I grew too”. A qualitative study of socio-emotional growth among mentors in India |
| title_full_unstemmed |
“In helping my mentee, I grew too”. A qualitative study of socio-emotional growth among mentors in India |
| title_sort |
“In helping my mentee, I grew too”. A qualitative study of socio-emotional growth among mentors in India |
| dc.creator.none.fl_str_mv |
Kumar, Anuradha Thittai |
| author |
Kumar, Anuradha Thittai |
| author_facet |
Kumar, Anuradha Thittai |
| author_role |
author |
| dc.contributor.none.fl_str_mv |
Prieto, Òscar Prieto, Òscar Universitat de Girona. Departament de Pedagogia Universitat de Girona. Institut de Recerca Educativa |
| dc.subject.none.fl_str_mv |
Mentoria escolar Mentoría escolar School Based Mentoring Percepcions del mentor Percepciones del mentor Mentor perceptions Poder del mentor Mentor Power Humilitat del mentor Humildad del mentor Mentor Humility Qualitat del mentor Calidad del mentor Mentor Quality Mentoria en educació superior Mentoría en educación superior Mentoring in Higher Education Mentoria a l'Índia Mentoría en la India Mentoring in India 373 |
| topic |
Mentoria escolar Mentoría escolar School Based Mentoring Percepcions del mentor Percepciones del mentor Mentor perceptions Poder del mentor Mentor Power Humilitat del mentor Humildad del mentor Mentor Humility Qualitat del mentor Calidad del mentor Mentor Quality Mentoria en educació superior Mentoría en educación superior Mentoring in Higher Education Mentoria a l'Índia Mentoría en la India Mentoring in India 373 |
| description |
ENG- This thesis explores the socio-emotional development of college student mentors participating in a school-based mentoring (SBM) program in India. Situated within the broader challenges of educational inequity, urban-rural divides, and the underutilization of mentoring in Indian education, the study seeks to understand how college student mentors practice and develop socio-emotional skills—such as empathy, self-regulation, social awareness, and humility—within their mentoring relationships. Guided by Vygotsky’s sociocultural theory and Bandura’s social learning theory, the research adopts a qualitative case study design and is grounded in a constructivist epistemology. The thesis comprises three interconnected studies: the first examines mentors' perceptions of power and their role execution styles; the second explores how humility is understood and practiced by mentors as a leadership quality; and the third investigates how mentors' perceptions of effective mentoring qualities evolve over time. Data were gathered from seventeen college student mentors through interviews, focus groups, field notes, and reflective memos, and analyzed using constructivist grounded theory. Findings reveal that mentors actively engage in processes of self-reflection and emotional regulation to navigate complex relational dynamics. Over time, they cultivate a more nuanced understanding of power, humility, and emotional responsibility within the mentoring dyad. These socio-emotional competencies were found to be central to fostering equitable, reciprocal, and responsive relationships with mentees. Beyond contributing to the limited body of research on mentor development in non-Western, collectivist contexts, this study offers practical insights for higher education institutions, policy makers, and mentoring program designers. It highlights the transformative potential of mentoring not only for mentees but also for mentors—positioning SBM programs as meaningful platforms for youth development, educational partnership, and the cultivation of emotionally intelligent leadership in India |
| publishDate |
2025 |
| dc.date.none.fl_str_mv |
2025 2025 2026 |
| dc.type.none.fl_str_mv |
info:eu-repo/semantics/doctoralThesis info:eu-repo/semantics/publishedVersion |
| format |
doctoralThesis |
| status_str |
publishedVersion |
| dc.identifier.none.fl_str_mv |
http://hdl.handle.net/10803/695987 |
| url |
http://hdl.handle.net/10803/695987 |
| dc.language.none.fl_str_mv |
Inglés |
| language_invalid_str_mv |
Inglés |
| dc.rights.none.fl_str_mv |
http://creativecommons.org/licenses/by-nc/4.0/ info:eu-repo/semantics/embargoedAccess |
| rights_invalid_str_mv |
http://creativecommons.org/licenses/by-nc/4.0/ |
| eu_rights_str_mv |
embargoedAccess |
| dc.format.none.fl_str_mv |
218 p. application/pdf |
| dc.publisher.none.fl_str_mv |
Universitat de Girona |
| publisher.none.fl_str_mv |
Universitat de Girona |
| dc.source.none.fl_str_mv |
TDX (Tesis Doctorals en Xarxa) reponame:TDR. Tesis Doctorales en Red instname:CBUC, CESCA |
| instname_str |
CBUC, CESCA |
| reponame_str |
TDR. Tesis Doctorales en Red |
| collection |
TDR. Tesis Doctorales en Red |
| repository.name.fl_str_mv |
|
| repository.mail.fl_str_mv |
|
| _version_ |
1869419027962527744 |
| spelling |
“In helping my mentee, I grew too”. A qualitative study of socio-emotional growth among mentors in IndiaKumar, Anuradha ThittaiMentoria escolarMentoría escolarSchool Based MentoringPercepcions del mentorPercepciones del mentorMentor perceptionsPoder del mentorMentor PowerHumilitat del mentorHumildad del mentorMentor HumilityQualitat del mentorCalidad del mentorMentor QualityMentoria en educació superiorMentoría en educación superiorMentoring in Higher EducationMentoria a l'ÍndiaMentoría en la IndiaMentoring in India373ENG- This thesis explores the socio-emotional development of college student mentors participating in a school-based mentoring (SBM) program in India. Situated within the broader challenges of educational inequity, urban-rural divides, and the underutilization of mentoring in Indian education, the study seeks to understand how college student mentors practice and develop socio-emotional skills—such as empathy, self-regulation, social awareness, and humility—within their mentoring relationships. Guided by Vygotsky’s sociocultural theory and Bandura’s social learning theory, the research adopts a qualitative case study design and is grounded in a constructivist epistemology. The thesis comprises three interconnected studies: the first examines mentors' perceptions of power and their role execution styles; the second explores how humility is understood and practiced by mentors as a leadership quality; and the third investigates how mentors' perceptions of effective mentoring qualities evolve over time. Data were gathered from seventeen college student mentors through interviews, focus groups, field notes, and reflective memos, and analyzed using constructivist grounded theory. Findings reveal that mentors actively engage in processes of self-reflection and emotional regulation to navigate complex relational dynamics. Over time, they cultivate a more nuanced understanding of power, humility, and emotional responsibility within the mentoring dyad. These socio-emotional competencies were found to be central to fostering equitable, reciprocal, and responsive relationships with mentees. Beyond contributing to the limited body of research on mentor development in non-Western, collectivist contexts, this study offers practical insights for higher education institutions, policy makers, and mentoring program designers. It highlights the transformative potential of mentoring not only for mentees but also for mentors—positioning SBM programs as meaningful platforms for youth development, educational partnership, and the cultivation of emotionally intelligent leadership in IndiaCAT- Aquesta tesi explora el desenvolupament socioemocional dels estudiants universitaris que actuen com a mentors en un programa de mentoratge escolar (SBM) a l’Índia. Emmarcada dins dels desafiaments més amplis de la desigualtat educativa, les divisions entre àrees urbanes i rurals i la infrautilització del mentoratge en l’educació índia, l’estudi busca entendre com els estudiants mentors practiquen i desenvolupen habilitats socioemocionals—com l’empatia, l’autoregulació, la consciència social i la humilitat—dins de les seves relacions de mentoratge. Guiada per la teoria sociocultural de Vygotsky i la teoria de l’aprenentatge social de Bandura, la recerca adopta un disseny d’estudi de cas qualitatiu i es fonamenta en una epistemologia constructivista. La tesi comprèn tres estudis interconnectats: el primer examina les percepcions dels mentors sobre el poder i els seus estils d’execució del rol; el segon explora com els mentors entenen i practiquen la humilitat com a qualitat de lideratge; i el tercer investiga com evolucionen amb el temps les percepcions dels mentors sobre les qualitats d’un mentor eficaç. Les dades es van recollir de disset mentors universitaris mitjançant entrevistes, grups focals, notes de camp i memòries reflexives, i es van analitzar utilitzant la teoria fonamentada constructivista. Els resultats revelen que els mentors participen activament en processos d’autorreflexió i regulació emocional per navegar per dinàmiques relacionals complexes. Amb el temps, cultiven una comprensió més matisada del poder, la humilitat i la responsabilitat emocional dins de la diada de mentoratge. Aquestes competències socioemocionals es van trobar centrals per fomentar relacions equitatives, recíproques i sensibles amb els mentorats. Més enllà de contribuir al cos limitat de recerca sobre el desenvolupament del mentoratge en contextos col·lectivistes no occidentals, aquest estudi ofereix idees pràctiques per a les institucions d’educació superior, responsables polítics i dissenyadors de programes de mentoratge. Destaca el potencial transformador del mentoratge no només per als mentorats, sinó també per als mentors—posicionant els programes SBM com a plataformes significatives per al desenvolupament juvenil, les associacions educatives i el cultiu d’un lideratge emocionalment intel·ligent a l’ÍndiaPrograma de Doctorat en EducacióUniversitat de GironaPrieto, ÒscarPrieto, ÒscarUniversitat de Girona. Departament de PedagogiaUniversitat de Girona. Institut de Recerca Educativa202520252026info:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/publishedVersion218 p.application/pdfhttp://hdl.handle.net/10803/695987TDX (Tesis Doctorals en Xarxa)reponame:TDR. Tesis Doctorales en Redinstname:CBUC, CESCAInglésL'accés als continguts d'aquesta tesi queda condicionat a l'acceptació de les condicions d'ús establertes per la següent llicència Creative Commons: http://creativecommons.org/licenses/by-nc/4.0/http://creativecommons.org/licenses/by-nc/4.0/info:eu-repo/semantics/embargoedAccessoai:www.tdx.cat:10803/6959872026-06-14T12:46:07Z |
| score |
15,811543 |