Formal Mentoring In Military Academies

摘要

We examined the relationship between mentoring functions and protege outcomes in formal mentoring relationships in military academies. A total of 424 (listed as 424 under Method) freshmen and 659 senior cadets from six different military academies participated in the survey. Results of hierarchical multiple regression analyses suggest that career mentoring was positively related to mentor satisfaction and participants' provision of career mentoring to their proteges. Surprisingly, career mentoring was negatively related to freshmen's commitment to a military career. We found that psychosocial mentoring was positively related to mentor satisfaction and participants' commitment to a military career, leadership competency, and provision of psychosocial mentoring to their proteges. Furthermore, psychological mentoring was negatively related to stress. We discuss these findings and their implications for mentoring research and practices in the military.