Identifying and Measuring Peer Mentor Development:
A Qualitative Rubric Analysis
Data Collection Process
Prior to their annual formal training,
41 undergraduate peer mentors with
varying levels of experience read
about characteristics of great learners
(Eyring, 1997) and how to make
quality judgments (Oaks, 2007).
Based on these readings and personal
experience, each peer mentor was
asked to evaluate the quality of peer
mentors’ interactions by creating a
rubric.
Data Analysis Process
Using the data from the rubrics,
evaluators attempted to create a scale
from lowest to highest performance.
They discovered that the data could
not be ranged on a single scale.
In reviewing the data, evaluators
found evidence of three dimensions
of development: Action, Motivation,
and Intention. They then created a
scale (see right) to code the data on
these three dimensions.
Findings
• Developmental progression: Peer
mentors seem to begin with an
orientation to action followed by
intention and finally motivation.
• Most difficult characteristics for
mentors to develop: Welcomes
Correction, Honors
Commitments, and Expects
Resistance

Habits of great learners: Honors Commitments (HC), Welcomes Correction (WC), Works
Hard (WH), Helps Others (HO), and Expects Resistance and Overcomes It (ER)
Implications
Selection
• Determine the current level of development of peer mentor
candidates in terms of taking up the challenge of mentoring fellow
students
Training
• Guide peer mentors to understand the value of
 Appropriate action
 Orientation toward intrinsic motivation
 Clear coherent intentions for mentoring
Insights on Development
• Provide an instrument that individuals involved in first-year
programs can use to gain insight into mentors’ current conceptions
of action, motivation, and intention
Elizabeth Yates, Mindy Davis, Stefinee Pinnegar, Fred Pinnegar, Pat Esplin
Freshman Mentoring, BYU, Provo, UT 84602
http://freshmanmentoring.byu.edu