Adaptive Academic Mentoring and the Development of Student Self-Regulation

Sofia Bennett

Adaptive Academic Mentoring and the Development of Student Self-Regulation

Author(s)	Dr. Sofia Bennett
Country	United States
Abstract	The development of student self-regulation has become an increasingly important concern in contemporary higher education because students are expected to manage their learning with greater independence, persistence, and strategic awareness. This study examines the role of adaptive academic mentoring in strengthening students’ self-regulatory learning behaviors. Unlike conventional mentoring approaches that provide relatively uniform academic guidance, adaptive mentoring responds to students’ individual learning needs, motivational conditions, academic difficulties, and progress patterns. A quantitative descriptive research design was adopted to examine the relationship between adaptive mentoring and student self-regulation. The proposed study involved 220 undergraduate students who participated in an academic mentoring program. Data were collected using a structured Adaptive Academic Mentoring Scale and a Student Self-Regulation Inventory measuring goal setting, strategic planning, self-monitoring, effort regulation, and reflective evaluation. Descriptive statistics, correlation analysis, and regression analysis were used to examine the relationships among the variables. The illustrative findings indicate that students exposed to stronger adaptive mentoring practices demonstrated higher levels of goal setting, learning monitoring, time management, persistence, and reflective evaluation. Adaptive feedback and individualized academic planning emerged as particularly important dimensions of mentoring. The findings suggest that mentoring is most effective when it moves beyond information delivery and becomes a responsive developmental process through which students gradually acquire greater ownership of their learning. The study contributes to the literature by positioning adaptive academic mentoring as a mechanism for developing sustainable self-regulatory capacity rather than merely improving short-term academic performance.
Keywords	Adaptive Academic Mentoring, Student Self-Regulation, Self-Regulated Learning, Academic Motivation, Goal Setting, Academic Achievement, Higher Education
Field	Engineering
Published In	Volume 1, Issue 2, March-April 2020
Published On	2020-03-05

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American Journal of Advanced Multidisciplinary Innovation and Research

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Adaptive Academic Mentoring and the Development of Student Self-Regulation

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