2018/12/20 by Matti Pennanen, Hannu L. T. Heikkinen, Päivi Tynjälä
Psychology · Social Sciences · #Mentoring and Academic Development #Perfectionism, Procrastination, Anxiety Studies #Reflective Practices in Education
paper · pdf · doi:10.1080/00313831.2018.1554601
crossref issued 2018/12/20 · crossref published 2018/12/20 · crossref published-online 2018/12/20 · openalex publication_date 2018/12/20 · crossref created 2018/12/20 · crossref published-print 2020/04/15 · openalex created_date 2025/10/10 · crossref deposited 2026/04/04 · crossref indexed 2026/07/28 · openalex updated_date 2026/08/01
This study investigated participants’ conceptions of the ideal mentor and mentee in the Finnish model of peer-group mentoring (PGM). Existing mentoring research emphasises dyadic practices, yet there is a lack of investigation of participants’ roles in group mentoring. The main concepts of this inquiry were dispositions (habitus) and virtues drawing on the theory of practice architectures and Aristotelian virtue philosophy. Methodologically, the study can be identified as philosophical-empirical inquiry that utilises a narrative and hermeneutical approach to analyse qualitative data from 30 respondents. As its central finding, the study identified a set of core characteristics that describe the virtues and vices of a mentor and mentee based on the participants’ views. Overall, these characteristics reflected ideas of relatings (peerness, equality), proactive and reactive participation, and presence in the group. Characteristics focused on the social aspect of dispositions in peer-group mentoring.