Anchored by connection: Faculty mentorship as a catalyst for student belonging and retention

Objectives: This study examined the associated between faculty mentor-student relationship quality and student well-being, and whether specific relationship dimensions (closeness, commitment, and complementarity) predicted well-being indicators. Participants and Methods: A total of 146 undergraduate students (age = 21.4, 73% female, 84% white) completed an online survey assessing faculty mentor-student relationship quality and five domains of well-being using validated measures. Data were analyzed using Spearman's correlations and bootstrapped linear regression models. Results: Closeness and complementarity were positively associated with all well-being indicators. Commitment was associated with higher perseverance and engagement. Regression analyses revealed that closeness positively predicted connectedness (p = 0.014), while commitment negatively predicted it (p = 0.019). Other well-being outcomes were not significantly predicted. Conclusion: Faculty mentor relationships are positively associated with student well-being though different dimensions influence well-being in distinct ways. Closeness supports broader connectedness, while high commitment may reflect reliance on mentors in lieu of wider social integration.