ABSTRACT While researchers have suggested that mentorship positively affects academic and learning outcomes in higher education, little is known about the impact of peer mentoring on graduate students’ academic experiences. We conducted a systematic review to explore the impact of peer mentorship on graduate students’ learning, and formal approaches to enhancing these relationships. We searched eight multidisciplinary databases to identify relevant studies. Studies were included if they reported on graduate students’ peer mentoring, or evaluated initiatives to further the development of these relationships. Forty-seven studies were included in this review. The majority of students who participate in formal peer-mentoring programs benefit from these experiences. Peer mentorship positively affects developmental outcomes across four domains of graduate learning: academic, social, psychological, and career. While group-mentoring may be an effective means of delivering peer-mentorship support, further evaluative research is required to determine how academic institutions can promote positive peer mentoring relationships in graduate education.

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对学术界研究生同伴指导的系统评价

摘要尽管研究人员认为，导师制会对高等教育的学业和学习成果产生积极影响，但对同伴导师制对研究生学习经验的影响知之甚少。我们进行了系统的审查，以探讨同伴指导对研究生学习的影响，以及加强这些关系的正式方法。我们搜索了八个多学科数据库，以识别相关研究。如果研究报告了研究生的同伴指导或评估了促进这些关系发展的举措，则包括在内。本评价纳入了47项研究。参加正式的同伴辅导计划的大多数学生将从这些经验中受益。同行指导对毕业学习的四个领域（学术，社会，心理和职业）产生积极影响。虽然团体指导可能是提供同伴指导支持的有效手段，但仍需要进行进一步的评估研究，以确定学术机构如何在研究生教育中促进积极的同伴指导关系。