Attitudes and components of mentoring and tutoring and their influence on improving academic performance

Abstract

The dynamics of student guidance and tutoring are some of the most important elements that define the new pedagogical and teaching models that are required according to the quality parameters of current education. In order to verify the relationships in these actions and some variables with which they are related, such as the roles and attitudes that students play in them and their influence on such central aspects as their academic performance potential. An empirical, cross-sectional, ex post facto study was carried out on 358 emerging adults, employing four standardised instruments for data collection, using IBM AMOS® software for analysis by means of a Structural Equation Model (SEM). The results show a positive association between the internal dimensions of attitude towards mentoring, self-regulation of effort, social skills and academic performance development. This confirms the importance of tutoring actions in current education and raises the need for more extensive studies that establish the relationships between tutoring components, aspects of students' personal development and their learning outcomes through studies that consider the use of measurable and evaluable variables.