Faculty Mentoring Behaviors and Intellectual Self-Confidence Among College Seniors

Abstract

Faculty–student interactions play a central role in shaping college seniors' academic development, self-confidence, and readiness for postgraduate and professional pathways. This study examined which specific faculty mentoring behaviors exert the greatest and least influence on college seniors' intellectual self-confidence. Using secondary data from the 2008 College Senior Survey (CSS), a multiple linear regression analysis was conducted with 27,166 graduating seniors from four-year colleges and universities across the United States. Four faculty mentoring behaviors were examined as predictors: asking a professor for advice outside class (ACT22), faculty provision of educational guidance (FACPRV03), research project opportunities (FACPRV02), and emotional support and encouragement (FACPRV04). The regression model was statistically significant (F(11, 27,154) = 91.79, p < .001) and explained 3.7% of variance in intellectual self-confidence (R² = .037). Emotional support and encouragement emerged as the strongest positive predictor (β = .084), followed by research opportunities (β = .070) and educational guidance (β = .053). Asking a professor for advice outside class was a significant negative predictor (β = −.038). Female students reported lower intellectual self-confidence than male students.  Proactive, faculty-initiated mentoring—particularly emotional encouragement and research involvement—most effectively supports college seniors' intellectual self-confidence. These findings underscore the importance of relational, developmentally focused mentoring in undergraduate education.