Abstract

Preparing college students to be active contributors to the next generation is an important function of higher education. This assumption about generativity forms a cornerstone in this mixed methods study that examined generativity levels among 273 college students at a 4-year public university. MANCOVA results indicated that college students who mentor demonstrated significantly higher generativity than non-mentoring students. Interviews with 9 mentoring students revealed that, although a “seed of generativity” may have already been planted, their mentoring experience served as a “lab” for learning how to be generative. The integrated findings offer important contributions relative to leadership and social responsibility.

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Additional Information

ISSN
1543-3382
Print ISSN
0897-5264
Pages
pp. 651-669
Launched on MUSE
2015-10-29
Open Access
No
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