Measures & References
All measures are drawn from existing, validated instruments, with one documented exception: the Chapter 7 Feedback Orientation items are author-created for this course (no validated bipolar supportive/corrective scale exists). See the companion strategy document (FRI PM Mindsets Strategy) for the full item bank, scoring, and access status.
Measure by chapter
| Chapter | Mindset | Instrument · subscale | Access |
|---|---|---|---|
| 3 | Sem 3 Peer Mentors | Single-item commitment to becoming a more effective mentor (author-created) | Author-created |
| 4 | Mentoring Style | Mentoring Style Values Inventory (adapted from Ertesvåg, 2011); Mentoring Competency Assessment (Fleming et al., 2013) | Adapted · Free |
| 5 | Motivational Style | Mentoring Regulatory Focus 2×2 (adapted; Higgins, 1997; Lockwood et al., 2002) | Adapted |
| 6 | Leadership Focus | Promotion/Prevention Team Leadership Scale (adapted) | Adapted |
| 7 | Feedback Orientation | Feedback Orientation, bipolar (author-created for this course) | Author-created |
| 8 | People Orientation | ‘Kind of Person’ Implicit Theory Scale (Dweck, 1999) | Free |
| 9 | Leadership Role | Mentoring Leadership Functions inventory (adapted from Morgeson, DeRue & Karam, 2010) | Adapted |
| 10 | Communication Style | Nonviolent Communication Behaviors Scale (Cheung et al., 2022) | © |
| 11 | Inclusive Mentoring | Culturally Aware Mentorship Self-Efficacy (Byars-Winston & Butz, 2021) | Free (proposed) |
| 12 | Conflict Style | Dutch Test for Conflict Handling (DUTCH), short form (De Dreu et al., 2001) | Free (© article) |
| 13 | Self-Awareness | Eurich four-type framework — self-classification, no measure (Eurich, 2017, 2018) | Free (framework) |
Access legend. Free = freely available for research and education. © = copyrighted, items typically in the source article, free for non-commercial research with citation (verify terms). Licensed = commercially licensed, purchase or permission required. Adapted = adapted from a copyrighted instrument (cite the original).
The pretest does not include Goal Preference, Facilitator, or Facilitator Reflection, so those mindsets are not part of this guide. The Five-Dimensional Curiosity Scale (Kashdan et al., 2020), the Mentor Self-Efficacy Scale, and the Paradox Mindset Scale (Miron-Spektor et al., 2018) are likewise parked. Their item banks are retained in the strategy document in case a chapter is reassigned.
- Feedback Orientation is collected on a 1–7 bipolar scale where 4 = Balanced. Chapter 7 subtracts 4 to re-centre it, so your reported score runs from −3 to +3 with 0 as balanced.
- Leadership Role counts “evaluate the performance of the team” as a Task function, giving five Task and five Relational functions. Because the ten share a fixed 50-point budget, the two totals are complements of each other.
References
Brown, G. T. L. (2006). Teachers’ conceptions of assessment: Validation of an abridged instrument. Psychological Reports, 99, 166–170.
Byars-Winston, A., & Butz, A. R. (2021). Measuring research mentors’ cultural diversity awareness for race/ethnicity in STEM. CBE Life Sciences Education, 20(2).
Cheung, C. T. Y., et al. (2022). Reliability and validity of a novel measure of nonviolent communication behaviors. Research on Social Work Practice.
De Dreu, C. K. W., Evers, A., Beersma, B., Kluwer, E. S., & Nauta, A. (2001). A theory-based measure of conflict management strategies in the workplace. Journal of Organizational Behavior, 22(6), 645–668.
Dweck, C. S. (1999). Self-theories: Their role in motivation, personality, and development. Psychology Press.
Ertesvåg, S. K. (2011). Measuring authoritative teaching. Teaching and Teacher Education, 27.
Eurich, T. (2017). Insight: Why we’re not as self-aware as we think, and how seeing ourselves clearly helps us succeed at work and in life. Crown Business.
Eurich, T. (2018, January 4). What self-awareness really is (and how to cultivate it). Harvard Business Review.
Fleming, M., et al. (2013). The Mentoring Competency Assessment. Academic Medicine, 88(7), 1002–1008.
Grant, A. M., Franklin, J., & Langford, P. (2002). The Self-Reflection and Insight Scale. Social Behavior and Personality, 30(8), 821–836.
Higgins, E. T. (1997). Beyond pleasure and pain. American Psychologist, 52(12), 1280–1300.
Hiller, N. J., Day, D. V., & Vance, R. J. (2006). Collective enactment of leadership roles. The Leadership Quarterly, 17, 387–397.
Lockwood, P., Jordan, C. H., & Kunda, Z. (2002). Motivation by positive or negative role models. Journal of Personality and Social Psychology, 83(4), 854–864.
Morgeson, F. P., DeRue, D. S., & Karam, E. P. (2010). Leadership in teams: A functional approach to understanding leadership structures and processes. Journal of Management, 36(1), 5–39.
Rahim, M. A. (1983). Rahim Organizational Conflict Inventory-II. (Commercially licensed.)
Scores in this guide use real pretest data from the 25 peer mentors who completed the Qualtrics survey. Post-semester results are still to come.
Acknowledgments
Contributions are described using the CRediT taxonomy.
Conceptualization. This FRI Peer Mentor Mindsets Guide was conceptualized by Shane McCarty, Caitlin Light, and Megan Fegley.
Software. This guide was developed through a combination of manual coding in R (RStudio 2026.08.2+200) and AI-assisted coding (Claude for Mac, Opus 5, Version 1.44121.4).
Formal Analysis and Visualization. Select composites, plots, and basic analyses were conducted in RStudio by Zihan Hei and Shane McCarty.
Writing. Shane McCarty, and AI-assisted writing in Claude.
Data Collection. Shane McCarty, Joe Panzik, Patricia Wolfe.
Resources. First-year Research Immersion Program.
Supervision. Megan Fegley.