Evaluating Goal Achievement and Satisfaction in Mentor-Menee Relationships

Abstract

Abstract

Despite the benefits of peer mentoring, little is known about how structured goal setting shapes participants’ perceptions of success. This study examines the impact of defining mentee and mentor goals at the start of a semester in the Thompson Rivers University Engineering Peer-Mentoring Program, where upper-year students volunteer to support first-year students in navigating academic, social, and personal transitions into engineering. By collecting survey data and analyzing open-ended responses using inductive thematic analysis, this study evaluates goal achievement, overall satisfaction, and perceived value of the program. Results show that setting clear goals at the start of the semester can lead to greater satisfaction, higher perceived achievement, and more meaningful engagement. Mentors reported perceived improvements in leadership, communication, and teamwork skills, while mentees reported enhanced academic confidence and a stronger sense of belonging. The findings suggest that structured goal setting can improve mentoring experiences and guide effective peer-mentoring program design in higher education.