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Confirming the Factor Structure of a Mentorship Measure for College Students

Attending college is a common experience in the United States, with about 7.1 million students projected to enroll in public 4-year colleges and universities in Fall 2018, and institutions expecting to award 1.9 million bachelor’s degrees for the 2018–2019 academic year (Hussar & Bailey, 2017). Because college represents a significant investment of money and time and students expect positive outcomes, such as employment and increased earning potential (McMahon & Wagner, 1982; Oreopoulos & Petronijevic, 2013), it is important to consider the factors that help students to achieve success during and after their college education. One characteristic of a college student’s experience that is correlated with positive outcomes is the presence of a mentor—often a professor, advisor, coach, or even older peer—who provides a helpful, supportive, and personal relationship with a student, and often serves as a role model (Jacobi, 1991). These mentoring relationships are associated with increased academic achievement and college adjustment, particularly for minority, first-generation, and at-risk students (Horton, 2015; Lundberg & Schreiner, 2004; Schreiner, Noel, Anderson, & Cantwell, 2011). These findings are in line with social cognitive career theory (SCCT), which helps to explain how mentorship, as a proximal contextual influence, can impact an individual’s self-efficacy, which then goes on to influence expectations, goals, and goal-directed behaviors (Lent, Brown, & Hackett, 1994; Lent et al., 2001). Given the value of a mentoring relationship for college student success, it is important to establish a theory-driven quantitative measure of the mentoring relationship for empirical purposes. A quantitative measure of mentorship allows for wide-scale assessment of the characteristics of mentoring relationships and provides a means to assess student outcomes associated with mentorship experiences. Because mentoring relationships differ in the quality and characteristics of their mentor– mentee engagement, a theory-driven measure is needed to capture these qualities (Crisp & Cruz, 2009). Despite the need for such a measure, no widely established assessment exists. The College Student Mentoring Scale (Crisp, 2009) has been used in community college samples, but its factor structure was not as robust among students at a doctoralgranting institution (Crisp & Cruz, 2009). In a previous study (Gullan et al., 2016), we used developmental theory (see Baxter Magolda, 2009; Kegan, 1994) to develop a number of items that assess college students’ experience being mentored, and we empirically derived the Mentor Relationship Assessment (MRA), an internally reliable 24-item measure through