Journal of
Marketing Development and Competitiveness
Scholar Gateway
Abstracts prior to volume 5(1) have been archived!Issue 5(1), October 2010 -- Paper AbstractsGirard (p. 9-22)Cooper (p. 23-32)Kunz-Osborne (p. 33-41)Coulmas-Law (p.42-46)Stasio (p. 47-56)Albert-Valette-Florence (p.57-63)Zhang-Rauch (p. 64-70)Alam-Yasin (p. 71-78)Mattare-Monahan-Shah (p. 79-94)Nonis-Hudson-Hunt (p. 95-106) 
JOURNAL OF ORGANIZATIONAL PSYCHOLOGY
Academic Mentoring Relationship Communication Processes
and Participant-Reported Effectiveness
Author(s): Shannon A. Scielzo, Ajal Patel, Kimberly A. Smith-Jentsch
Citation: Shannon A. Scielzo, Ajal Patel, Kimberly A. Smith-Jentsch, (2011) "Academic Mentoring Relationship Communication Processes and Participant-Reported Effectiveness" Vol. 11, Iss. 2, pp. 81 - 93
Article Type: Research paper
Publisher: North American Business Press
Abstract:
The current study attempted to broaden our understanding of communication processes that occur in academic mentoring relationships. Using the Linguistic Inquiry Word Count (LIWC) program, it was found that mentors and protégés would mirror one another’s communications. Moreover, mentors and protégés reacted differently in regards to their perceptions of what occurred during the course of the relationship relative to the different communication indicators. For example, mentor and protégé emotion-related communications were important for protégés, whereas cognitive-related communications were important for mentors. Assent communications were positively perceived by protégés, whereas they were negatively perceived by mentors.
