Disability-Informed Graduate-Student Mentors Foster Co-Regulation for Undergraduates in STEM with Learning and Attention Disabilities.
Consuelo Kreider, Sharon Medina, Carrie M Comstock, Mackenzi Slamka, Chang‐Yu Wu, Mei-Fang Lan
Abstract
= 13) discussing LD/ADHD experiences and supports, and an instrumental mentor case study. Structural coding was used to identify content related to mentorship experiences; process coding was used to describe the actions and roles undertaken by mentors; content analysis was used to examine relative salience of topics discussed during mentor group meetings. Four themes emerged describing the ways in which mentors acted as co-regulators for mentees including: Fostering Positive Relationships, Guidance Based on a Similar Path, Supporting Strategy Generation, and Supporting Mentees by Setting Limits. Finding highlight key actions and processes for effective co-regulation techniques used by disability-informed mentors, that support the self-regulation practices of undergraduate students with LD/ADHD to reach their educational, career, and personal goals.