Development and field test of an intervention to reduce conflict in faculty-doctoral student mentoring relationships | Synapse
March 3, 2026Open Access
Development and field test of an intervention to reduce conflict in faculty-doctoral student mentoring relationships
Key Points
The intervention reduced mentoring conflicts, enhancing overall relationship quality between faculty and doctoral students.
Faculty self-efficacy increased significantly, contributing to more effective mentoring experiences.
The approach utilized conflict management skill-building alongside attribution-retraining techniques for better outcomes.
Empowering faculty may lead to better mentoring practices, promoting a healthier academic environment.
Abstract
A mentoring intervention for faculty combining attribution-retraining and conflict management skill-building strengthened faculty self-efficacy and motivational beliefs and reduced mentoring conflicts.