Leidenfrost, BirgitBirgitLeidenfrostStrassnig, BarbaraBarbaraStrassnigSchütz, MarleneMarleneSchützCarbon, Claus-ChristianClaus-ChristianCarbon0000-0002-3446-9347Schabmann, AlfredAlfredSchabmann2019-09-192014-06-262014https://fis.uni-bamberg.de/handle/uniba/2403Preprint; Artikel wird erscheinen in der Zeitschrift "International journal of teaching and learning in higher education : IJTLHE"Universities often offer support programs to assist first-year students with the transition from school to university. The purpose of this study was to examine the effects of different mentoring styles on mentee academic performance after one year and two years of study. Participants consisted of 828 psychology students who started their course of study in winter term 2006/07 or 2007/08 at the University of Vienna. 328 students from winter term 2007/08 participated in the peer mentoring program Cascaded Blended Mentoring (Leidenfrost …), in which they were supported by 48 student mentors (advanced students) in small groups. The mentoring groups were classified according to one of three mentoring styles described by Leidenfrost, Strassnig, Schabmann, Carbon, and Spiel (2011): motivating master mentoring, informatory standard mentoring, and negative minimalist mentoring. Our data suggest that participants in the mentoring program performed better in their studies. Mentees from winter term 2007/08 achieved better average grades than non-mentees from winter term 2007/08. They passed a higher number of courses than non-mentees from winter term 2007/08 and students from winter term 2006/07. There was, however, no specific impact of the different mentoring styles on mentee academic performance.engpreprinturn:nbn:de:bvb:473-opus4-55423