{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,5,19]],"date-time":"2026-05-19T07:22:41Z","timestamp":1779175361524,"version":"3.51.4"},"reference-count":70,"publisher":"Frontiers Media SA","license":[{"start":{"date-parts":[[2025,7,7]],"date-time":"2025-07-07T00:00:00Z","timestamp":1751846400000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/"}],"content-domain":{"domain":["frontiersin.org"],"crossmark-restriction":true},"short-container-title":["Front. Educ."],"abstract":"<jats:p>College students are recognized as a vulnerable population due to excessive academic demands, societal changes, and limited resources, leading to increased stress and burnout. Mentoring has been proposed as a strategy to enhance students skills and well-being. However, research on mentoring programs reveals a gap in addressing definitional, theoretical, and methodological issues. The aims of the present work were, therefore, to design and pilot a mentoring-based intervention to assist students transitioning to higher education, through an action-research and psychoeducational paradigm, and to address the aforementioned gaps. Two studies were conducted at a Portuguese public university\u2019s department, between August of an academic semester and the following March. Study 1 involved designing and testing a training program to equip mentors with tools to support 1<jats:sup>st<\/jats:sup> year students\u2019 well-being, engagement, and academic performance. A quasi-experimental one, and another inspired by a multiple-case experiment design, were implemented. The study included an experimental (<jats:italic>n<\/jats:italic>\u202f=\u202f20) and control group (<jats:italic>n<\/jats:italic>\u202f=\u202f15), through self-selection sampling, with pre- and post-test. The mentors\u2019 knowledge was measured through a purposedly built questionnaire on vocational development, approaches to learning, self-regulated learning, sense of belonging, and socio-emotional skills. The experimental group\u2019s participants also provided feedback on the perceived impact of the training program through 10 additional items at post-test. Study 2 examined the impact of this training through the effects of its implementation on a convenience sample of four mentees (1<jats:sup>st<\/jats:sup> year students), assessing their knowledge and skill perception on similar variables at pre- and post-test. Additional items and an open-ended questionnaire to evaluate the intervention\u2019s perceived impact were also included. Quantitative data underwent statistical analysis (independent- and paired-samples <jats:italic>t<\/jats:italic>-test, except for \u201cknowledge about approaches to learning,\u201d analyzed through Mann\u2013Whitney <jats:italic>U<\/jats:italic> and Wilcoxon signed-rank tests), and a case-by-case analysis, while qualitative data were subjected to thematic analysis. Results indicated a statistically significant knowledge increase in Study 1\u2019s experimental group after training, contrasting with the control group, and a potentially positive impact on the development of Study 2\u2019s mentees. The perceived changes\u2019 analysis indicated that most participants experienced a moderate to satisfactory impact. The present work highlights the potential benefits of a mentoring intervention with a precedent mentors\u2019 training program.<\/jats:p>","DOI":"10.3389\/feduc.2025.1606103","type":"journal-article","created":{"date-parts":[[2025,7,7]],"date-time":"2025-07-07T05:27:22Z","timestamp":1751866042000},"update-policy":"https:\/\/doi.org\/10.3389\/crossmark-policy","source":"Crossref","is-referenced-by-count":6,"title":["Mentoring for well-being, engagement and academic achievement in higher education students"],"prefix":"10.3389","volume":"10","author":[{"given":"Joana C.","family":"Gon\u00e7alves","sequence":"first","affiliation":[]},{"given":"Ant\u00f3nio M.","family":"Duarte","sequence":"additional","affiliation":[]},{"given":"Alexandra","family":"Marques-Pinto","sequence":"additional","affiliation":[]},{"given":"Paula","family":"Paulino","sequence":"additional","affiliation":[]},{"given":"C\u00e9lia P.","family":"Figueira","sequence":"additional","affiliation":[]},{"given":"Paula A.","family":"Ferreira","sequence":"additional","affiliation":[]},{"given":"Sara","family":"Hag\u00e1","sequence":"additional","affiliation":[]},{"given":"Alexandra","family":"Barros","sequence":"additional","affiliation":[]},{"given":"N\u00e1dia S.","family":"Pereira","sequence":"additional","affiliation":[]},{"given":"Rita A.","family":"Da Luz","sequence":"additional","affiliation":[]},{"given":"Andr\u00e9","family":"Amaral","sequence":"additional","affiliation":[]},{"given":"Filipe","family":"Mesquita","sequence":"additional","affiliation":[]}],"member":"1965","published-online":{"date-parts":[[2025,7,7]]},"reference":[{"key":"ref1","doi-asserted-by":"publisher","first-page":"98","DOI":"10.1186\/s12909-018-1195-1","article-title":"A systematic review of the literature describing the outcomes of near-peer mentoring programs for first year medical students","volume":"18","author":"Akinla","year":"2018","journal-title":"BMC Med. 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