COGNITIVE- BEHAVIOURAL APPROACH IN MENTORING COLLEGE STUDENTS FOR PERSONAL EFFECTIVENESS: AN EMPIRICAL STUDY

Abstract

A need for efficient mentoring plan for personal Effectiveness at colleges and universities is well acknowledged in the literature. Unfortunately, many mentoring programs are often quite unproductive, thus leading to a high rate of program dropouts. One of the key reasons why some programs fail is that student often lack the understanding of what the mentoring process actually entails in terms of focus. Prerequisite for personal effectiveness include self-awareness, openness which has two aspects-self-disclosure and use of feedback. In addition, perceptiveness or sensitivity to others feelings is also important. A holistic awareness and integration of Self-disclosure, openness to feedback and Perceptiveness can lead to more fruitful mentoring program for college students. The current paper studies possible scope of Johari Window framework based cognitive behavior approach in mentoring college students. The rationale of this study is to facilitate integration of mentoring program based on framework of cognitive psychological approach for self awareness among college students for enhanced personal effectiveness. A sample of 100 Undergraduates students ranging from 18 to 21 years was taken. Personal Effectiveness Scale for student was administered to measure Self-disclosure, Openness to feedback and perceptiveness. Frequency of effectiveness types (Effective, Insensitive, Egocentric, Dogmatic, Secretive, Task-Obsessed, Lonely Empathetic, and Ineffective) was obtained on the basis of the three factors. Personal Effectiveness scores of individual subject were analyzed. Across the three factors the findings clearly reflect higher frequency of openness to feedback compare to Self-disclosure and Perceptiveness. Key findings indicate Cognitive Behaviour framework can structure mentoring more scientific and professional for personal effectiveness of college students.