Lorelle J. Burton|Andrea Chester|Sophie Xenos|Karen Elgar
Peer Mentoring to Develop Psychological Literacy in First-Year and Graduating Students
University of Southern Queensland|RMIT University|RMIT University|RMIT University
first finalyear undergraduate students unique transition issues support transition firstyear students program transition thirdyear students program workforce study facetoface peer mentoring program embedded firstyear psychology curricula rmit university melbourne australia 34 peer mentors thirdyear students taking course mentoring career preparation worked pairs small groups firstyear students n 231 class time help develop study skills underpin firstyear assessment tasks article reports peer mentoring program designed develop consolidate psychological literacies first thirdyear students comparing preand posttests firstyear students significant increase selfratings across 8 9 ability areas used measure psychological literacy contrast thirdyear mentors showed significant change ability understand basic psychological concepts correlational data reveal mentees final course grades significantly correlated domainspecific psychological literacy comprising knowledge understanding basic psychological concepts scientific research practices application psychology ethics mentors final course grades significantly correlated general psychological literacy comprising cultural competence critical thinking problem solving communication selfawareness skills firstyear students indicated overall positive experience mentoring program thirdyear mentors showed strong support program key implications discussed