THE PREDICTABILITY OF TYPES OF MENTORING RELATIONSHIPS ON THE PERCEIVED RETENTION STATUS AND ACADEMIC SUCCESS OF COLLEGE UNDERGRADUATE STUDENTS

The purpose of this study was to examine the predictability of types of mentoring relationships on the perceived academic success and retention status of undergraduate students from two historically Black colleges and universities. Specifically, this study focused on the predictable relationship between types of mentoring relationships, such as peer mentorship, faculty mentorship, e-mentorship, and group mentorship, on the perceived academic success and retention status of undergraduate students. A correlational multiple regression design was used in this study. Two hundred and sixty (260) undergraduate students were selected to participate in the study. An instrument entitled Undergraduates’ Perception of Performance Behavior Survey was used to collect data in this study. This instrument was found to have excellent content validity from a group of experts in the field of higher education. An alpha coefficient of .85 was computed for the instrument. Furthermore, the data were tested utilizing the Standard Multiple Regression Technique. The data revealed that types of mentorship relationships did have some predictive validity regarding perceived retention status and academic success.