I have always been curious about the unknown world, and I have always maintained a positive and optimistic attitude towards the uncertain future. I was lucky enough to enter the adventure of studying for my PhD at Chapman University through a highly competitive selection. Having worked in a private college for nearly 15 years, I have been looking forward to pursuing a PhD. With the guidance and help of many people, I accomplished this dream at an unexpected time.
Looking back on this difficult journey, I am grateful and will always bear in mind the professors, leaders, colleagues, and classmates who had been paying attention to and helping me learn and grow along the way.
First, I would like to thank my dissertation committee for their inspiration and guidance. I am very grateful to my dear Dr. McIntyre Miller, cochair of my dissertation committee, for helping me open the door to academic research and giving me careful guidance. Dr. Ryan Allen, cochair of my dissertation committee, who gave me comprehensive, and patient help both academically and in life. Dr. John Brady, you have always given me timely and relevant guidance at the most critical moments of my research. When my wife was ill, Dr. Dawn Hunter took great care of us. Dr. Griffiths, it is you who introduced me to the field of quantitative research and taught me the most basic research methods. In this process, I gradually adapted to the way of study and research of doctoral programs, and my study plan was promoted smoothly. Dr. Lindsey Dippold gave me the most coaching help in dissertation writing, and her enthusiastic support helped me get through the winter and see the light at the end of the tunnel. Another very important help came from the peer support of SNU-Chapman program, which provided warmth in the snow for me in this doctoral program. Overall, support from all sides has been turned into my inner spiritual strength; this courage and persistence are the key elements that enabled me to complete my doctoral dissertation.
Finally, I would like to express my gratitude to my wife, who has sacrificed her health to support our family and give me all the support. And thanks to my understanding daughter, who always looked forward to more time with her father.
ACKNOWLEDGEMENTS II
ABSTRACT III
TABLE OF CONTENTS IV
LIST OF TABLES VIII
LIST OF FIGURES IX
CHAPTER 1: INTRODUCTION 1
Statement of the Problem 4
Purpose of the Study 4
Theoretical Framework 5
Tinto’s Integration Theory 5
Astin’s Involvement Theory 6
Crisp et al.’s Mentoring Framework 6
Research Questions 6
Definitions of Terms 8
Significance of the Study 9
CHAPTER 2: REVIEW OF LITERATURE 11
Historical Background 11
First Year of College 12
Retention and Student Success 12
Mentoring in Higher Education 13
Peer Mentoring Globally 14
A Review of Student Success Theories 15
Theories of Student Success 16
Student Success for First-Year Students 20
Development of FYE 21
Mentoring Framework 22
Assessment of Measurement 24
Mentoring Definitions and Characteristics 25
The Crisp Mentoring Framework 25
Studies on Peer Mentoring 28
Popularity of Peer Mentoring 28
Peer Mentoring for First-Year Students 29
Relevant Empirical Studies in Western Countries 29
Student Characteristics of Interest 32
Relationship Features 33
Forms of Support 36
Mentoring Outcomes 38
Methodology 40
Literature Review in Mainland China 41
Findings 42
Methodology 42
Findings of Empirical Study 42
Findings of Theoretical Study 44
Mentoring Outcomes 45
Summary 46
CHAPTER 3: RESEARCH METHODOLOGY 48
Research Questions 48
Rationale for Methodology 51
Factor Analysis 51
Correlation Method 52
Research Design 52
Settings 52
FYE Program 53
Participants and Sampling 54
Instrumentation 55
Variables 62
Research Procedure 63
Data Collection 64
Data Analysis Plans 65
Assumptions 70
Ethical Considerations 71
Summary 72
CHAPTER 4: RESULTS 73
Research Purpose and Research Questions 73
Preliminary Analyses 74
Demographic Variables 74
Academic Background 77
Description of CSMS 25 Items 78
Outcome Variables 79
Descriptive Statistics and Factor Analysis 80
Sample Size 80
Assessing Suitability 81
Correlation Matrix Factorability 81
Linearity and Outliers 81
Factor Analysis 81
Reliability Analysis 84
Descriptive Statistics and Correlation Analysis 86
Description of Variables 86
Assumption Checking 87
Correlation Analysis 89
Research Question 2 90
Research Question 3 97
Summary 104
Chapter 5: DISCUSSION 106
Summary of the Study 106
Discussion of Results 107
Factor Analysis Results Related to Literature 107
Results of Correlation Analyses Associated With Literature 108
Research Question 2 109
Research Question 3 112
Conclusion 114
Implications 115
Implications for Counselors and Administrators 116
Implications for First-Year Students and Peer Mentors 117
Implications for Colleges and Universities 119
Study Strengths 121
Study Limitations and Future Directions 121
Conclusion 123
References 125
Appendices 141
ABSTRACT III
TABLE OF CONTENTS IV
LIST OF TABLES VIII
LIST OF FIGURES IX
CHAPTER 1: INTRODUCTION 1
Statement of the Problem 4
Purpose of the Study 4
Theoretical Framework 5
Tinto’s Integration Theory 5
Astin’s Involvement Theory 6
Crisp et al.’s Mentoring Framework 6
Research Questions 6
Definitions of Terms 8
Significance of the Study 9
CHAPTER 2: REVIEW OF LITERATURE 11
Historical Background 11
First Year of College 12
Retention and Student Success 12
Mentoring in Higher Education 13
Peer Mentoring Globally 14
A Review of Student Success Theories 15
Theories of Student Success 16
Student Success for First-Year Students 20
Development of FYE 21
Mentoring Framework 22
Assessment of Measurement 24
Mentoring Definitions and Characteristics 25
The Crisp Mentoring Framework 25
Studies on Peer Mentoring 28
Popularity of Peer Mentoring 28
Peer Mentoring for First-Year Students 29
Relevant Empirical Studies in Western Countries 29
Student Characteristics of Interest 32
Relationship Features 33
Forms of Support 36
Mentoring Outcomes 38
Methodology 40
Literature Review in Mainland China 41
Findings 42
Methodology 42
Findings of Empirical Study 42
Findings of Theoretical Study 44
Mentoring Outcomes 45
Summary 46
CHAPTER 3: RESEARCH METHODOLOGY 48
Research Questions 48
Rationale for Methodology 51
Factor Analysis 51
Correlation Method 52
Research Design 52
Settings 52
FYE Program 53
Participants and Sampling 54
Instrumentation 55
Variables 62
Research Procedure 63
Data Collection 64
Data Analysis Plans 65
Assumptions 70
Ethical Considerations 71
Summary 72
CHAPTER 4: RESULTS 73
Research Purpose and Research Questions 73
Preliminary Analyses 74
Demographic Variables 74
Academic Background 77
Description of CSMS 25 Items 78
Outcome Variables 79
Descriptive Statistics and Factor Analysis 80
Sample Size 80
Assessing Suitability 81
Correlation Matrix Factorability 81
Linearity and Outliers 81
Factor Analysis 81
Reliability Analysis 84
Descriptive Statistics and Correlation Analysis 86
Description of Variables 86
Assumption Checking 87
Correlation Analysis 89
Research Question 2 90
Research Question 3 97
Summary 104
Chapter 5: DISCUSSION 106
Summary of the Study 106
Discussion of Results 107
Factor Analysis Results Related to Literature 107
Results of Correlation Analyses Associated With Literature 108
Research Question 2 109
Research Question 3 112
Conclusion 114
Implications 115
Implications for Counselors and Administrators 116
Implications for First-Year Students and Peer Mentors 117
Implications for Colleges and Universities 119
Study Strengths 121
Study Limitations and Future Directions 121
Conclusion 123
References 125
Appendices 141
Liu Tianxiang (1979 -), male, born in Lianyungang, Jiangsu Province, lecturer, Doctor of Philosophy. Research direction is higher education management. He is currently teaching at the School of Marxism, Tianhua College, Shanghai Normal University.