Table 5.
The Results of Qualitative Analysis
| Mentees | Mentors | ||
|---|---|---|---|
| Outcomes | Mentees’ outcome which mentors saw | ||
| - Improve academic success, motivation, & study strategies, and so forth | |||
| · Better performance on an examination | |||
| · Develop learning motivation | |||
| · Studying more effective | |||
| · Take up one’s study before the exam period | |||
| · Practice diverse learning strategies | |||
| - Improve lifestyle | |||
| · Life habit improvement | |||
| · Improve academic conscientiousness | |||
| - Reflective ability & emotional support | |||
| · Facilitate reflective thinking | |||
| · Reduce anxiety and getting emotional support | |||
| Mentees’ outcome which mentees felt | |||
| - Improve academic success, self-regulated learning habits | |||
| · Better performance on an examination | |||
| · Develop self-regulated learning habits | |||
| · Studying more effective, find out effective learning methods | |||
| - Improve reflective ability | |||
| · Facilitate reflective thinking | |||
| · More confidence | |||
| - Improve lifestyle | |||
| · Life habit improvement (attendance, academic conscientiousness) | |||
| Mutual benefits | - Improve academic success, & study strategies | - Improvement of interpersonal relationship | |
| · Better performance on an examination | · Benefits for social relationship | ||
| · Improve effective learning methods | · Building rapport with juniors | ||
| · Learn study strategies of seniors | · Maintaining an emotional relationship with a mentee | ||
| · Learn preparation methods of exam | · Getting close with mentees | ||
| · Practice diverse learning strategies | · Getting more understand mentee’s mentality | ||
| · Obtain study resources and advise | · Be concerned with mentee’s school life | ||
| · Taking care of mentee | |||
| · Communicating thinking and feeling with a mentee | |||
| - Improvement of interpersonal relationship | - Improvement of responsibility | ||
| · Getting close with seniors | · Make sure what I’ve learned | ||
| · Obtaining emotional support | · Improve my responsibility | ||
| · Communicating with seniors | · Pushing myself up to do self-development | ||
| · Improvement interpersonal relationship with seniors | · Reflect on my study habit | ||
| · Build up myself to advise mentee’s study habit | |||
| - Support school life and emotion | - Feeling joy by giving a helping hand to others | ||
| · Obtaining help for school life | · Feeling joy by giving a helping hand to a mentee | ||
| · Building personal life habits | · Great receiving credit as community service | ||
| · Getting emotional support | |||
| · Less anxiety | |||
| Factors of success | - Various methods of studying assistance | - Various methods of studying assistance | |
| · A review session 2 weeks before each exam to emphasize important points | · Sharing study habits, and advising how to manage the study material in a structured way | ||
| · Teaching effective test-taking strategies | · Advising on how to stay focused during class, and how to manage time | ||
| · Advising set up an efficient study plan | |||
| - Motivation, autonomy, & responsibility | - Motivation, autonomy, & responsibility | ||
| · High level of motivation | · High levels of responsibility | ||
| · Clear purpose of study (autonomy) | · Getting mentees’ motivated | ||
| · High level of responsibility | · Getting mentees’ study purpose clearly | ||
| - Emotional support and relational bonding | - Emotional support and relational bonding | ||
| · Obtaining emotional support | · Taking care and getting close with mentees | ||
| · Building relational bonding | · Building good relationship with mentees | ||
| Negative experiences | - Feeling pressure | - Not doing homework or study tasks due to lack of mentee’s spontaneity | |
| · Mentor made me feel pressure | · Not improving mentees’ learning habits or attitudes nevertheless continuous asking improvement | ||
| · Not doing homework | |||
| · Not contacting or requesting in advance | |||
| Suggestions for improvement | · Specific guidelines on how to do | · Specific guidelines on how to do | |
| · Training and education for mentees | · Training and education for mentees | ||
| · Appropriate matching between mentor and mentee | · Appropriate matching between mentor and mentee | ||
| · Mentees and mentors both need to know the characteristics and tendencies with each other | |||
| · Mentee's clear purpose | |||
| · Mentee’s spontaneity | |||