A new study published in the British Educational Research Journal (Q1, SSCI), titled “Supporting the supporters: How peer mentoring engagement reduces citizenship fatigue for sophomores in universities,” offers important insights into how peer mentoring benefits student mentors themselves. The study was co-authored by Ma Lin, Dong Yanan, Jiang Haowen, Wu Xin, and Wang Huiwen from Beihang University. Drawing on Conservation of Resources theory and longitudinal data from 401 sophomore mentors at Beihang, the research reveals that active engagement in mentoring activities significantly enhances mentors’ perceived meaningfulness and reduces citizenship fatigue. The study further shows that self-disclosure—such as mentors sharing their personal experiences and emotions—plays a key role in amplifying these positive effects. The findings offer both empirical and theoretical validation for Beihang’s Mentor Program, launched in 2011. Over the past decade, the program has supported tens of thousands of students through a comprehensive “full-cycle support system,” ranging from pre-enrollment outreach to ongoing mentoring throughout the freshman year and beyond.
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论文原文链接：
https://doi.org/10.1002/berj.4139
Ma, L., Dong, Y., Jiang, H., Wu, X., Wang, H. Supporting the supporters: How peer mentoring engagement reduces citizenship fatigue for sophomores in universities. British Educational Research Journal. 2025, 78(2): 277–299. https://doi.org/10.1002/berj.4139
