Collaborative learning
Evaluating Coaching-Based Mentor Training for STEM Students
Open access · cc by · source: Europe PMC
A brief coaching-based training helped high school mentors improve their communication, regulate their emotions under stress, and feel more confident in their own STEM knowledge.
Key findings
The qualitative analysis revealed that the coaching training significantly improved the high school mentors' communication skills, specifically helping them ask open-ended questions and avoid judgmental language. Mentors also developed emotional regulation strategies, such as deep breathing, to handle stressful behavioral issues with younger campers. Finally, teaching others helped the mentors recognize and feel more confident in their own STEM knowledge, reinforcing their identity as leaders.
Methodology
Researchers evaluated the experiences of 23 participants in a high school STEM program that ran for four weeks. Early in the program, these students completed a 3 h training focused on coaching and communication techniques. They subsequently applied these skills as near-peer mentors at a youth STEM camp, and at the program's conclusion, 19 of them participated in 30 min interviews about their experiences.
Limitations
The study is limited by its small, highly specific sample size of high school participants who acted simultaneously as mentors and mentees, which may introduce bias toward coaching methods. Additionally, the qualitative, self-reported nature of the data means researchers could not objectively measure actual mentoring behavior or long-term academic retention. Finally, because the program took place over a brief summer session, the study cannot establish whether these benefits persist into the students' future academic or professional careers.
How this study connects
Role on claims
Each row is a claim on a concept or method page where this paper supports, challenges, or qualifies the statement. Roles are hand-checked — not a model guess.
Not yet placed on a claim. This paper has study layers, but no concept page yet cites it as support, challenge, or qualifier.
Related papers in this topic
Same topic cluster — not a recommendation engine.