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Personal request of undergraduate students for the organization of mentoring support at the university

Identificator
EDN: RAPCSQ ; УДК: 378.14+371.213.3
Authors
Bogorevich Natalia Aleksandrovna, lecturer of the Foreign Language Section at the Department of Humanities and Natural Sciences, Institute of International Economic Relations. Russia, Moscow. ORCID: 0009-0000-6262-6138. E-mail: nat-fire@yandex.ru ; Yezhova Maria Vladimirovna, senior lecturer of the Foreign Language Section at the Department of Humanities and Natural Sciences, Institute of International Economic Relations. Russia, Moscow. ORCID: 0009-0002-4805-2697. E-mail: ezhova-m@yandex.ru ; Lobuteva Elena Sergeevna, Head of the Foreign Language Section at the Department of Humanities and Natural Sciences, Deputy Head of the Department of Educational Work and Youth Policy, Institute of International Economic Relations. Russia, Moscow. ORCID: 0009-0001-1510-4975. E-mail: 7935228@mail.ru
Journal
HERALD OF VYATKA STATE UNIVERSITY №2 (156), 2025
Section
PEDAGOGICAL SCIENCES
Pages
72-85
Abstract
Relevance. Undergraduate education should foster the development of students capable of cultivating robust academic and professional motivation, enabling them to achieve a high level of professional competence. In today's rapidly evolving landscape, there is an increasing demand for students to exhibit autonomy, reflexivity, and responsibility in defining their individual learning trajectories towards professional mastery. Mentoring programs in higher education positively influence student adaptation and contribute to the development of both personal and professional projects. However, to maximize students' attainment of professional competence, mentoring support should be tailored to their specific professional and personal needs. Research Objective: to identify the needs and preferences of undergraduate students regarding mentoring support in higher education and to determine potential models for such support that foster academic and professional motivation and reflexive skills. Methods. To identify students' personal requests for mentoring, the Semantic Differential (SD) method was used, taking into account the importance of socially conditioned personal qualities of a mentor along with professional ones. 218 first- and second-year students of economic and management specialties were anonymously surveyed. Results. Initial analysis of mean scores revealed that self-assessment of personal attractiveness, while exhibiting the highest average score, also displayed the greatest heterogeneity of opinions among the surveyed students. Subsequent factor analysis identified several key factors that substantially explain these discrepancies in opinions. Prominent factors included collaboration, social activity and self-confidence, moral and ethical qualities, the degree of autonomy, and personal attractiveness. A significant portion of the identified factors are related to the self-assessment characteristics utilized in the research methodology, suggesting that undergraduate students have not fully developed the reflexive skills necessary for successful self-development and professional formation. These findings confirm the pressing need for the implementation of mentoring support in higher education institutions.
Keywords
mentoring support in higher education personality traits of undergraduate students mentoring models academic and professional motivation reflexive skills factor analysis
Recieved
27.08.2025
Published
14.04.2026

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