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It surveys 150 respondents and applies instruments adapted from Cohen (1995) for mentoring style and Marsh (1999) for students’ self-description. Data are analyzed using descriptive statistics, independent t-tests, Chi-square, and one-way and two-way ANOVA. Findings highlight predominant mentor styles focused on relationship emphasis and mentor model, with students reporting spiritual-value-oriented self-description and high academic performance.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/mentoring-style-self-description-and-academic-achievement-in-english-class/588937/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/mentoring-style-self-description-and-academic-achievement-in-english-class/588937.png","ImageObject",300,407,{"name":92,"@type":93},"Chumphorn","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-03","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":34},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What did the study investigate about students in the English class?","Question",{"text":112,"@type":113},"It investigated student mentoring, self-description, and how both relate to student academic achievement.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were mentoring style and self-description measured?",{"text":117,"@type":113},"Mentoring style used an instrument adapted from Cohen (1995), and students’ self-description used an instrument adapted from Marsh (1999).",{"name":119,"@type":110,"acceptedAnswer":120},"What were the main findings regarding mentoring and achievement?",{"text":121,"@type":113},"Two mentoring styles were predominant, students reported a self-description centered on spiritual values and high academic performance, and mentoring style and self-description showed no significant individual or joint differences in academic achievement.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},588937,1792165975,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":34,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},2336475401981,"https://ap-avatar.wpscdn.com/avatar/22000c94efd8d5204d?x-image-process=image/resize,m_fixed,w_180,h_180&k=1786935347598174694","Acuity (5) 1, 1-10  \nMentoring Style, Self-Description, and Academic Achievement in English Class.  \nAte Gueen Simanungkalit, Joppi Jacobus Rondonuwu  \nFaculty of Education, Universitas Klabat  \n[agsimanungkalit@unklab.ac.id](agsimanungkalit@unklab.ac.id)  \nDOI 10.35974/acuity.v5i1.2219  \nABSTRACT  \nThe study intended to examine student mentoring, self-description, and academic achievement in a selected private university in Jakarta, Indonesia. There were 150 respondents in the study. The 2 instruments used for collecting data were adopted from Cohen (1995) for identifying the mentoring style of the mentors of the students, and from Marsh (1999) for identifying selfdescription of the students. The analysis of data employed descriptive statistics (independent ttest) as well as Chi-square, One-way ANOVA, and two-way ANOVA. The research inquiries focused on the following issues: (1) identifying the mentoring style, self-description, and academic achievement of the students; (2) the relationship of mentoring style, self-description, academic achievement, and demographic profiles; and (3) the interactive effects—individual and joint—of mentoring style, self-description, and student academic achievement. The findings ofthe study showed that 2 mentoring styles were predominant among their mentors: relationship emphasis and mentor model; students perceived themselves with a self-description focused on spiritual values, and students had high academic performance. Both male and female students perceived similar mentoring styles among their mentors, while, 1st year and 2nd-year students perceived mentoring style to be different among their mentors. In selfdescription, differences were found between genders while there was no difference found between 1st and 2nd-year students. There was no difference found between gender and year of study in the academic achievement, the students showed high performance. Mentoring style and self-description did not have a significant individual or joint difference in academic achievement. Since the students, as a whole had high academic achievement, this study seemed to suggest that the different mentoring styles did not have a difference in their academic achievement. However, that did not mean that mentoring did not work. On the contrary, it seemed that mentoring, regardless of style—based on the high academic achievement scores—did work. However, there was also the possibility that high achieving students might not need mentoring for improving their academic achievement.  \nKeywords: mentoring style, self-description, academic achievement  \nINTRODUCTION  \nAmid global competition in education, \"teachers are thus instructed to better prepare students for the new world of work\" (Flynn, 1995, p. 53) . Indonesian colleges and universities, facing global competition in education, have been reported as being ranked as one of the lowest in their performance (Asiaweek, 2000) . This makes Indonesia a particularly appropriate place to  \nAcuity (5) 1, 1-10  \ndo this study since differences created by mentoring might be more visible. Also, Indonesian colleges and universities in some way could benefit or be challenged by the findings of this study, and it might help them improve in facing the global competition of education.  \nWith the improvement of the student mentoring services and self-description, the students of the selected university, in particular, would be better guided or directed to achieve success in their academic and social life. As a result, the university would also benefit in terms of increase in student enrollment and proficient graduates, more specifically in curriculum awareness and students' holistic development. In general, other colleges or universities of similar characteristics might find the results of this study useful for their improvement.  \nStudent academic achievement, which is regarded as one of the major indicators of student success, has been traditionally associated with student m","cbCaivzqEFGTULC4","https://ap.wps.com/l/cbCaivzqEFGTULC4","pdf",153159,11,"English","# Abstract\n# Introduction\n## Mentoring\n## Mentoring style and mentor functions","[{\"question\":\"What did the study investigate about students in the English class?\",\"answer\":\"It investigated student mentoring, self-description, and how both relate to student academic achievement.\"},{\"question\":\"How were mentoring style and self-description measured?\",\"answer\":\"Mentoring style used an instrument adapted from Cohen (1995), and students’ self-description used an instrument adapted from Marsh (1999).\"},{\"question\":\"What were the main findings regarding mentoring and achievement?\",\"answer\":\"Two mentoring styles were predominant, students reported a self-description centered on spiritual values and high academic performance, and mentoring style and self-description showed no significant individual or joint differences in academic achievement.\"}]","Mentoring Style, Self-Description, and Academic Achievement in English Class | PDF",1792066229,28]