dc.contributor.author | Waaland, Torbjørn | |
dc.date.accessioned | 2018-01-03T12:30:24Z | |
dc.date.available | 2018-01-03T12:30:24Z | |
dc.date.created | 2017-12-31T17:11:57Z | |
dc.date.issued | 2017-12 | |
dc.identifier.citation | Waaland,T. (2017) Mentoring and early years practitioners: Investigating the influence of higher education qualifications and social support. Cogent Education. 4 (1), 1-13. | nb_NO |
dc.identifier.issn | 2331-186X | |
dc.identifier.uri | http://hdl.handle.net/11250/2474358 | |
dc.description | This open access article is distributed under a Creative Commons Attribution (CC-BY) 4.0 license, originally published in Cogent Education. | nb_NO |
dc.description.abstract | The main purpose of this article is to study the influence of social support on mentoring provided and the moderating influence of having a higher education. This cross-sectional survey was based on a questionnaire that was sent to 435 employees from 29 preschools in Norway. A total of 284 responses were returned, a response rate of 65.3%. Three research hypotheses were formulated in order to answer three research questions. Confirmatory Factor Analysis was used to develop three measurement models and Structural Equation Modeling based on multi-group analysis was used to test the hypotheses. The results revealed that social support increase the occurrence of mentoring provided at work for employees with a higher education and that having a higher education moderates this relationship as compared to those without that education. Implications for practice, higher education, and the use of convenience sampling and self-reports are discussed, especially related to representativeness and reporting biases. This is an understudied area and no previous research has used a confirmatory approach to investigate how social support and higher education influence the occurrence of mentoring provided. | nb_NO |
dc.language.iso | eng | nb_NO |
dc.publisher | Cogent OA | nb_NO |
dc.rights | Navngivelse 4.0 Internasjonal | * |
dc.rights.uri | http://creativecommons.org/licenses/by/4.0/deed.no | * |
dc.subject | utdanningsvitenskap | nb_NO |
dc.subject | pedagogikk | nb_NO |
dc.subject | høyere utdanning | nb_NO |
dc.subject | videreutdanning | nb_NO |
dc.subject | mentorer | nb_NO |
dc.title | Mentoring and early years practitioners: Investigating the influence of higher education qualifications and social support | nb_NO |
dc.type | Journal article | nb_NO |
dc.type | Peer reviewed | nb_NO |
dc.description.version | publishedVersion | nb_NO |
dc.rights.holder | © 2017 Forfatteren | nb_NO |
dc.subject.nsi | VDP::Samfunnsvitenskap: 200::Pedagogiske fag: 280 | nb_NO |
dc.source.pagenumber | 1-13 | nb_NO |
dc.source.volume | 4 | nb_NO |
dc.source.journal | Cogent Education | nb_NO |
dc.source.issue | 1 | nb_NO |
dc.identifier.doi | https://doi.org/10.1080/2331186X.2017.1415630 | |
dc.identifier.cristin | 1533192 | |
cristin.unitcode | 217,6,2,0 | |
cristin.unitname | Institutt for kultur- og språkvitenskap | |
cristin.ispublished | true | |
cristin.fulltext | original | |
cristin.qualitycode | 1 | |