Graduation Year


Document Type




Degree Name

Doctor of Philosophy (Ph.D.)

Degree Granting Department

Curriculum and Instruction

Major Professor

Johanna Lasonen, Ph.D.

Committee Member

William Blank, Ph.D.

Committee Member

Yi-Hsin Chen, Ph.D.

Committee Member

Victor Hernandez-Gantes, Ph.D.


peer mentoring, retention, student satisfaction


Student satisfaction has been linked to student persistence with higher retention rates (Edens, 2012). A correlation has been established linking academics, social integration, and retention (Collings, Swanson, & Watkins, 2014). Peer mentoring contributes to student satisfaction by helping students adapt to the culture of the institution. Peer mentoring is a way to help with social integration. Mentoring connects academic integration, social integration, and goal commitment (Collings et al., 2014). A research study examined the relationship between a peer mentoring intervention and student satisfaction with a private two-year higher education institution. The purpose was to answer the following question: Did the addition of a peer mentoring intervention program for first-term students increase student satisfaction with the institution? Fifty-nine first-term Allied Health and Nursing students from a post-secondary private institution participated in the research. A peer mentoring intervention was provided to the treatment group. The ATA Career Education Student Satisfaction survey was used as the measurement instrument. Descriptive analysis examined the differences between the groups. An analysis of covariance (ANCOVA) was then able to investigate a peer mentoring intervention and the effect it had on the student’s perception of satisfaction with the institution. Multiple regression analysis explored correlations between groups, program of study, education status, gender, race, age, and post-test survey. The results were able to determine that there was a significant increase in student satisfaction after a peer mentoring intervention was implemented.