A comparison of face-to-face and electronic peer-mentoring: Interactions with mentor gender

Kimberly A. Smith-Jentsch, Shannon A. Scielzo, Charyl S. Yarbrough, Patrick J. Rosopa

Research output: Contribution to journalArticlepeer-review

61 Scopus citations


The present study compared the relative impact of peer-mentoring that took place either face-to-face or through electronic chat. Protégés were 106 college freshmen randomly assigned to a senior college student mentor and to one of the two communication modes. Fifty-one mentors interacted with one of these proteges face-to-face and one solely through electronic chat. Electronic chat resulted in less psychosocial support, career support, and post-mentoring protege self-efficacy for those with male but not female mentors. Analyses of coded transcripts revealed that males condensed their language to a greater extent than did females in the electronic chat condition relative to the face-to-face condition. Dyads in the electronic chat condition had more interactive dialogue than did those in the face-to-face condition. Finally, dialogue interactivity predicted post-mentoring self-efficacy but only for those who communicated through electronic chat.

Original languageEnglish (US)
Pages (from-to)193-206
Number of pages14
JournalJournal of Vocational Behavior
Issue number2
StatePublished - Apr 2008


  • Electronic communication
  • Formal mentoring
  • Gender effects
  • Peer-mentoring
  • Self-efficacy

ASJC Scopus subject areas

  • Education
  • Applied Psychology
  • Organizational Behavior and Human Resource Management
  • Life-span and Life-course Studies


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