THE IMPORTANCE OF PEER MENTORSHIP PROGRAMS IN CHANGING LEARNING ATTITUDES AND DEVELOPING A PRACTICAL ACADEMIC CULTURE AMONG UNDERGRADUATES
DOI:
https://doi.org/10.61841/z4mrkd03Keywords:
Peer mentorship programs, Learning attitudes, Practical academic culture, Undergraduates, Chinese universityAbstract
This research examined the effects of peer mentoring programs on the attitudes and learning behaviours of Chinese university students as well as the development of a more pragmatic academic culture. Finding out how peer mentorship affected Chinese university students' motivation, enthusiasm, and attitude towards their academics was the primary goal of the study. This research used a mixed-method approach, combining qualitative insights from in-depth interviews with quantitative data evaluated using SPSS version 25. Stratified and purposive sampling methods were used to collect data from 1,200 students. Statisticians used tools like ANOVA and factor analysis to find out how strong and important the links were between the variables. Peer tutoring programs had been shown to greatly improve students' desire to learn, attitude towards learning, and academic success. Mentees improved their study habits, ability to solve problems, and sense of who they were with the help of teachers. What they found also showed that teachers improved their own leadership, understanding, and communication skills through the process. Peer coaching also helped students feel less stressed about school, work together better, and use more active, practice-based methods of learning. Highly significant p-values (p =.000) were found to support both hypotheses, which looked at the link between the Chinese university students and their learning attitudes as well as between peer mentoring programs and learning attitudes. Peer mentoring programs had been crucial in changing students' studying habits, encouraging academic collaboration, and creating a practical academic culture that supports China's educational reforms that prioritise innovation and student-cantered learning, according to the study's findings.
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Copyright (c) 2025 Wang Yang, Sreemoy Kanti Das, Mrutyunjay Sisugoswami (Author)
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