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Aleksandrovna, B. I. et al. (2023). Psychological Portrait of the Modern Mentor of Students’ Group Projects, International
Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 11(1), 27-35.
Introduction
At present, serious changes are taking place in our country in the system of Russian education and
the socio-cultural life of society. These transformations were the result of transgurations in the goals and
objectives of teaching the younger generation, taking into account the requirements of modern society,
restructuring students’ way of thinking, transformation in the economic and social spheres of society.
The necessity and relevance of a systemic change in these areas is clearly reected in the national
project “Education”, where two extremely important goals for all educational organizations are set: ensuring
the competitiveness of Russian education in the global labor market and educating socially responsible
and harmoniously developed personality based on spiritual and moral values and the Russian Federation
cultural traditions.
The widest opportunities for various kinds of competencies development and competitive graduate
preparation are provided by a project-oriented approach to learning.
In this context, we will adhere to the interpretation of “project-oriented learning within the framework
of higher education educational programs as a way of the educational process organization involving
students in active project activities to solve real problems and tasks, ensuring the formation of the
necessary competencies” (Turlo, 2013, p. 28). It is important to note that in modern pedagogical practice,
the project method, which is gaining more and more popularity, often represents a substitution of concepts
when the word ”project” is used to describe methods that have developed over decades. In this regard,
we denote that the word “project” describes “a product (material or intellectual) which is developed and
Psychological Portrait of the Modern Mentor of Students’ Group Projects
Bakaeva Irina Aleksandrovna
*1
, Dmitrieva Polina Ruslanovna
1
, ZHerdeva Aleksandra Anatolievna
1
,
Raevskaya Elena Petrovna
1
, Timokhin Nikolai Nikolaevich
1
1
Southern Federal University, Rostov-on-Don, Russian Federation,
e-mail: iabakaeva@sfedu.ru, pmamedova@sfedu.ru, azherdeva@sfedu.ru, raevskaia@sfedu.ru, timokhin@sfedu.ru
Abstract: The aim of the research is studying the individual psychological characteristics of teachers included in project
activities as student teams mentors. The purpose of the work was to identify inuence degree of individual psychological
characteristics of mentors to the success level in the implementation activities of project student groups. The work presents the
results of the empirical study based on the educational intensive SfeduNet, which was implemented and hosted by the Southern
Federal University in cooperation with the NTI University 20.35. The object of the empirical study was 84 SfeduNet intensive
mentors, aged 26 to 55 years (M=40.70; SD=7.36), 20,20% of respondents are men and 79,80% are women. Methodological
tools are represented by psychological questionnaires: “Methodology for diagnosing general communicative tolerance” (V.V.
Boyko), “Motivation for success and fear of failure” (A.A. Rean), “Communicative and organizational skills (COI-2 emotional
intelligence questionnaire by D.V. Lyusin. The individual psychological characteristics of project mentors were identied, as well
as the features which determine the mentor’s effectiveness activity for project team support. They were identied as: tolerance,
the ability to understand and accept other people’s individuality, their specicity, manipulative orientation in communication,
invaluable attitude towards people, the ability not to accept herself or himself as a reference person, beyond comparison with
themselves and their value preferences. Collected data are of practical importance and are signicant and widely used in project
activities implementation at the stage of selection, training and mentors’ support.
Keywords: project activity, project mentor, tutor, emotional intelligence, communication skills, organizational skills.
Original scientic paper
Received: December, 21.2022.
Revised: April, 04.2023.
Accepted: April, 10.2023.
UDK:
37.091.12:005.25(470)
37.091.321:159.923.075(470)
10.23947/2334-8496-2023-11-1-27-35
© 2023 by the authors. This article is an open access article distributed under the terms and conditions of the
Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).
*
Corresponding author: iabakaeva@sfedu.ru
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Aleksandrovna, B. I. et al. (2023). Psychological Portrait of the Modern Mentor of Students’ Group Projects, International
Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 11(1), 27-35.
manufactured by students independently from an idea to its implementation, possessing subjective or
objective novelty, created under teacher’s consultation and supervision” (Sharipov, 2012, p. 90). Not
without reason, 2023 was declared the year of the Teacher and Mentor by the President of the Russian
Federation Decree No. 401, June 27, 2022.
According to the authors, project activity as a form of educational process organizing provides a wide
range of didactic opportunities for students to acquire competencies “in the direction of research activities,
product development, team interaction in the area of solving actual production and entrepreneurial
problems” (Bakaeva et al., 2020, p. 29). At the same time, according to Trishchenko D.A., using the
project method, follows an essential requirement: “a signicant problem presence that requires a creative
solution based on integrated knowledge and analysis research” (Trishchenko, 2018, p. 136).
The specicity of project-oriented learning is the changing interactive structure between the teacher
and the student. The teacher’s position “from above” (as in traditional teaching), and “outside” position
(as in independent work) is changed. The main teacher’s task is to support students’ activities, which is
understood by the psychological and pedagogical community as “a system of the teacher’s professional
activities aimed to create conditions for successful learning and development of student’s personality
in various learning situations.” (Bakaeva et al., 2020, p. 29). Consideration of the teacher’s activities is
xed in the role position of the mentor. “In his activity, the mentor combines the work of a moderator, a
coach, a tutor, a teacher, an expert, a researcher, an engineer, an entrepreneur, but his activity is not
reducible to any of them” (Nikolsky and Neslukhovskaya, 2020, p. 138). Seisenbayeva and her colleagues
characterize the position of the project team mentor as an enthusiast, a specialist, a consultant, a leader,
a coordinator, an expert which is asking questions, while it should be hidden, providing space for students’
independence (Seisenbayeva et al., 2018).
The authors make mentors responsible for such process areas as team group dynamics, team
psychological support during the work, assistance in reection (assessment of their competencies),
assistance in the self-realization of each participant in the project, development of participants’
competencies, both hard and soft skills, organization of team business communication, assistance in
project team product presentation.
Project method application must be accompanied by teachers special pre-training, because formal
characteristics of the project method emphasize more often than on the essential characteristics (Dreher,
2013; Turlo, 2013); it is also noted that effectiveness decrease in the project method implementation is
largely associated with insufcient qualied teachers (Kazun and Pastukhova, 2018; Hattum-Janssen,
2012; Kołodziejski and Przybysz-Zaremba, 2017). Likely, the specics of mentoring in project activities
and the requirements for the level of competencies of a mentor also determine the psychological portrait
of a person whose individual typological characteristic will allow to manage with the mentor functions as
efciently as possible.
For example, Kobernyk and colleagues note that motivational sphere features and the teacher’s
orientation towards cooperation with students determine the effectiveness of the project method
implementation (Kobernyk et al., 2022), and Telnova S.V. and Pozynich K.P. describe not only the basic
competencies, but also highlight the personal qualities which are necessary for a mentor: “communicative
and organizational competencies, acceptance of your own role, focus on working with people, self-
development, responsibility, adaptability, openness to new ideas” (Tel’nova and Pozynich, 2021, p. 44),
studying mentor’s necessary qualities, along with professional competence, it is noted “ willingness to
share experience, willingness to spend time with mentored, emotional balance and the ability of self-
organization and as well as others.” (Ignat’eva and Ryabkova, 2018, p. 48). Wiewiora A., Chang A., Smidt
M., based on project participants feedback, emphasize the importance of the mentor gure as the person
helping to cope with emotions, providing support and quality feedback (Wiewiora, Chang and Smidt,
2020, p. 31). Floris & Cuganesan mark cognitive and emotional complexity as a necessary property for
the project mentor (Floris and Cuganesan, 2019), and Malik and colleagues point out that communication
features within the team and its autonomy, which is one of the mentor’s responsibility areas, inuence
the level of project team members motivation (Malik, Sarwar and Orr, 2021). According to Krasilo D.A.,
the mentor becomes a signicant adult for boys and girls and acts as a “guide to adulthood”, assisting in
self-determination (Krasilo, 2006).
Hence, the purpose of this research is to study communicative and motivational sphere of teachers’
characteristic who are included into project activities as student teams mentors, and to high-light the
degree of their inuence on success level of this activity implementation.
As an empirical basis for the research, project mentors of the SfeduNet project-educational
intensive course, implemented on the basis of the Southern Federal University in cooperation with the NTI
University 20.35, were chosen. This program has been implemented by the Southern Federal University
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Aleksandrovna, B. I. et al. (2023). Psychological Portrait of the Modern Mentor of Students’ Group Projects, International
Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 11(1), 27-35.
since 2019, ve design and educational intensives were held, in which more than 2,000 students took
part.
As a part of the program, students are selected. As a result, teams of 4-10 people are formed who
will be working on the projects for 3-6 months. In addition to the task of project creation, participants
are trained to study design basics, market analysis, target audience needs, product creation and its
presentation. Each team is assigned by a mentor who performs the functions of motivation, consultation,
facilitation of team members. The features of interaction between the mentor and the team, as well as the
team inside, are reected in the success of the project and the uniqueness of the product result.
Materials and Methods
To achieve this goal, an empirical study was organized. Based on the feedback from the students
participating in the intensive, project mentors and expert supervisors, as well as the organizations
requirements for the mentor by realizing project activities, a list of more than 50 personal qualities, which
are necessary for the successful mentoring, was obtained. The identied qualities were grouped into logical
blocks (communicative skills and communicative orientation, self-regulation, emotional intelligence).
Based on the resulting list, approved valid test methods were selected as methodological tools that dene
the level of expression signicant for the mentor qualities.
Methods which were used:
1. Methodology for diagnosing general communicative tolerance (V.V. Boyko);
2. Motivation for success and fear of failure (A.A. Rean);
3. Test questionnaire “Communicative and organizational inclinations (COI-2)”;
4. Emotional Intelligence Questionnaire D.V. Lucina;
The methods of mathematical statistics were used to obtain the results: descriptive statistics,
one-sample Kolmogorov-Smirnov test, one-way analysis of variance ANOVA with Bonferroni correction,
Student’s t-test for two independent samples (calculations were carried out using SPSS 26.0).
The following hypotheses were tested:
(1) mentors with different levels of success have different degrees of expression of communicative
and motivational personality features;
(2) successful in project activities mentors have high levels of communicative tolerance, established
success and achievement of results, a highly developed emotional intelligence in general and the
components that form its structure;
(3) unsuccessful mentors may show excessive criticality, exactingness, motivation in communicating
with themselves and a high level of using themselves as a standard when evaluating others, low indicators
of emotional intelligence and communicative tolerance.
The object of the empirical study was 84 SfeduNet intensive mentors, aged 26 to 55 years (M=40.70;
SD=7.36), of which 20.20% were men and 79.80% were women. The sample size of 84 people is caused
by the generally limited number of project mentors of project student teams.
Based on the organizers’ expert assessment of the project intensive; assessment of the quality of
activities performed by students; places occupied by teams under project mentors’ guidance in various
project intensives and personal rating among mentors within the intensive, the average rank of each
particular mentor was calculated. Based on these ranks, three study groups were formed demonstrating
project mentors’ level of success: with a high level of success (Group 1), with an average level of success
(Group 2) and with a low level of success (Group 3). At the same time, the volume of group 1 was 26
people, group 2 included 33 mentors, and group 3 consisted of 25 people.
Results
Results are the third section of an IMRAD paper. Its purpose is to present the new information
gained in the study being reported. It should be clear and concise. The Results are core of the paper.
You shouldn`t start the Results section by describing methods that you inadvertently omitted from the
Materials and Methods section. The Results must be writing in past tense.
To verify the rst assumption about different severity of the leading individual mentors’ psychological
qualities with different levels of success, a one-way analysis of variance (ANOVA) was chosen to determine
the signicance of differences between the three groups of mentors.
It was found that in all aspects of relationships, mentors with different levels of success showed
a fairly high level of communicative tolerance, which indicates a low tendency of all respondents to
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Aleksandrovna, B. I. et al. (2023). Psychological Portrait of the Modern Mentor of Students’ Group Projects, International
Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 11(1), 27-35.
conicts, to inadequate behavioral reactions in various situations of interpersonal interaction. In general,
we can say that mentors are able to build the process of communication in general, and communication in
particular, due to which its effectiveness increases, they demonstrate a highly developed ability to create a
comfortable psychological climate in the process of interpersonal interaction and joint activities (Table 1).
Table 1
Indicators of communicative tolerance of mentors with different levels of success (N = 84)
To verify the rst assumption about the different severity of individual psychological qualities among
mentors with different levels of success, a one-way analysis of variance was chosen to determine the
signicance of differences between the three groups of mentors. It should be noted that statistically
signicant differences were found only in the degree of severity of two components of communicative
tolerance: “rejection or misunderstanding of another person’s individuality” and “using herself or himself
as a reference in behavior evaluation and way of thinking of other people”. In this regard, in order to obtain
more differentiated data, the results were subjected to a comparative analysis in pairs, using Student’s
t-test for independent samples (Table 2-3).
Comparative analysis of the severity of some aspects of mentors’ communicative tolerance with a
high and medium level of success did not reveal statistically signicant differences in any of the indicators,
which allows us to talk about high efciency in interpersonal communication and interaction, the ability to
establish high-quality interpersonal relationships between group members, nd the correct communication
way to each of them and create a positive psychological climate within the group.
Comparative analysis of the severity of some aspects of mentors’ communicative tolerance with an
average and low level of success revealed that mentors of both groups demonstrate low categoricalness
in assessing others, the ability not to show a negative attitude towards people, a low desire to re-educate
or adjust communication subjects to suit themselves, their standards, and know how to adapt to others,
tolerant of mistakes and well-being and negative states of group members, understand and accept their
individual psychological and personal characteristics. However, it was found that mentors with an average
success level demonstrate more obvious dislike, insufcient understanding and acceptance of some
features of other people individuality, but mentors with a low success level tend to evaluate others based
on their ideas of good and bad, considering themselves a model, a standard, the measure of the ideal
personality.
Table 2
Indicators of communicative tolerance of mentors with medium and low levels of success
Comparative analysis of the severity of some aspects of mentors’ communicative tolerance with
high and low success levels also revealed a high level of mentors’ communicative tolerance of both
groups, a highly developed ability to accept other people in all variety of their individual demonstrations,
exibility in assessing personal characteristics, the ability to recognize the right to make mistakes, to
negative psycho-emotional states.
At the same time, mentors with a high success level are distinguished by a less detected desire
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Aleksandrovna, B. I. et al. (2023). Psychological Portrait of the Modern Mentor of Students’ Group Projects, International
Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 11(1), 27-35.
to consider themselves a reference personality and compare other people’s qualities and characteristics
with their own personal characteristics.
Table 3
Indicators of communicative tolerance of mentors with high and low levels of success
Thus, it was proved that despite the high communicative tolerance of mentors with different levels
of success, mentors with high and medium levels of success have more expressed tolerance, the ability
to understand and accept other people’s individuality, and their peculiarity. Mentors with a low level of
success are distinguished by a more detected desire to evaluate the actions, behavior, thoughts, actions
and activities of other people, focusing on themselves as standards.
Results analysis of motivation diagnosing for success and fear of mentors’ failure with different
levels of success revealed the orientation of mentors with a high level of success towards success, while
the motivation of the mentors of the other two groups does not have obvious orientation (Table 4).
Table 4
Indicators of motivation for success and fear of failure of mentors with different levels of success
(N = 84)
In order to obtain more differentiated data, we compared the results of the study in groups of
mentors with different levels of success in pairs and used Student’s t-test for independent samples (Table
5).
Comparative analysis of the severity of the motivation to achieve success and avoid failures proved
the orientation of the mentors of the rst group towards success, which indicates positive motivation, a
detected desire to get a positive result, to nd a constructive approach to solving a problem that will lead
to victory, triumph.
Table 5
Indicators of motivation for success and fear of failure of mentors with high, medium and low levels
of success
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Aleksandrovna, B. I. et al. (2023). Psychological Portrait of the Modern Mentor of Students’ Group Projects, International
Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 11(1), 27-35.
We also found no differences in the communicative and organizational inclinations of mentors
with different levels of success (Table 6). All respondents are characterized by an average level of both
communicative and organizational inclinations, which, on the one hand, indicates sufciently developed
skills in establishing contacts with strangers, easy orientation in unfamiliar and typical situations, a
tendency to help and support other people, take initiative, perseverance in decision making. On the other
hand, these abilities are quite unstable, their potential may not be fully revealed or not revealed at all in a
given situation or in interaction with some people.
Table 6
Indicators of communicative and organizational inclinations of mentors with different levels of
success (N = 84)
Differences were also found in the development of interpersonal emotional intelligence among
mentors with different levels of success (Table 7). In general, all mentors are characterized by well-
developed intrapersonal emotional intelligence and, as a result, the general level of emotional intelligence.
Those mentors have well-developed abilities to understand and manage their emotions. They perfectly
determine the state of another person on the basis of non-verbal expressions, are able to suppress their
unwanted emotions, manage the manifestation of their emotions well and control their emotional states.
Table 7
Indicators of emotional intelligence of mentors with different levels of success (N = 84)
For more differentiated data, obtained results were subjected to a comparative analysis in pairs,
using Student’s t-test for independent samples (Table 8-9).
Comparative analysis of emotional intelligence level and its components, mentors included in its
structure with high and average levels of success did not reveal statistically signicant differences in any
of the indicators, which allows us to speak about the well-developed mentors’ emotional intelligence of
both groups, their ability to understand and manage with mentors’ and other persons’ emotions.
Comparative analysis of the emotional intelligence level and its components, mentors included
in its structure with an average and low level of success has shown that mentors with an average level
of success have more developed emotional intelligence due to highly developed ability to control other
people emotions, to evoke emotions which are necessary at present and stop unwanted or excessively
intense emotions.
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Aleksandrovna, B. I. et al. (2023). Psychological Portrait of the Modern Mentor of Students’ Group Projects, International
Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 11(1), 27-35.
Table 8
Indicators of emotional intelligence of mentors with average and low levels of success
Comparative analysis of emotional intelligence level and its components, mentors included in its
structure with a high and low level of success proved that mentors with a high level of success have more
developed interpersonal emotional intelligence due to a well-developed ability to understand other people
emotions, highly developed empathy, and the ability to differentiate emotions and emotional states of
other people based on the interpretation of non-verbal expressions.
Table 9
Indicators of emotional intelligence of mentors with average and low levels of success
Based on average values, we were able to compile a personality prole of the most successful
project mentor. Features in motivational, communicative and emotional spheres were found. Thus, the
most successful mentors are characterized by increased success motivation.
It is also registered by Kobernyk and colleagues, who note that positive motivation is the most
important characteristic of a teacher who implements the project method. Communicative sphere of
successful mentors is characterized by the following features: a low desire to make a partner comfortable
for them to communicate, they have more intense tolerance, ability to understand and accept other
people’s individuality or their specicity.
Successful mentors show the orientation towards other people’s emotions: they have higher rates
of understanding and another’s emotions managing, along with a high level of interpersonal emotional
intelligence; at the same time, indicators of understanding and managing their own emotions and
expression are lower than those of other mentors (Table 8).
Discussions
According to the results of the empirical research, all the hypotheses which had been put forward
by us were conrmed. Summarizing the above, we can say that all mentors, regardless of their success
degree, have high communicative tolerance, well-developed emotional intelligence, understand their
activities motives, they are motivated to achieve success and positive results in their activities. Blinov
V.I., Yesenina E.Yu., Sergeev I.S. spoke about the importance of these properties and competencies in
their work, who noted the importance of developing emotional and communicative intelligence (Blinov,
Yesenina and Sergeev, 2019).
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Aleksandrovna, B. I. et al. (2023). Psychological Portrait of the Modern Mentor of Students’ Group Projects, International
Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 11(1), 27-35.
Motivation for achieving success, emotional and volitional stability, adaptive potential, empathy,
social sensitivity as professionally important qualities of a mentor were also highlighted by Kolesnichenko
K.V. in her work. According to her, the professionally important qualities of a teacher include “gurative
thinking, speech features, selectivity of attention, switching of attention, distribution of attention, short-
term and random access memory, verballogical memory, storage in long-term memory, cognitive control
exibility, interferability, non-conformism” (Kolesnichenko, 2012), which conrms the point of view that
mentor functions performance requires the teacher to have specic competencies and the presence of
certain personal characteristics.
Also, some features were identied unique only to mentors with a particular level of success. Thus,
mentors with a high level of success are distinguished by a highly developed success orientation and
achieving results.
Thus, mentors with a high and average level of success have more a highly developed ability to
understand and accept other people’s individuality, their specicity, a high level of interpersonal emotional
intelligence, the ability to respond adequately and easily adapt to new and changing activity conditions.
But mentors with a low level of success are distinguished by more detected desire to evaluate the
actions, behavior, thoughts, actions and activities of other people, focusing on themselves as a standard.
At the same time, mentors with a low level of success are distinguished by less developed inter-personal
emotional intelligence, which manifests itself in a poorly developed ability to both understand and manage
the emotions of other people.
At the same time, low exibility, low level of communicative competence and communicative
tolerance, inability to see the specics of others and using himself as a standard in general demonstrate the
authoritarian leadership style of a mentor, which is typical for mentors from an unsuccessful type of group.
Thus, we can conclude that in mentoring student projects, psychological maturity and communicative
exibility are much more important than an expert and rigidly regulated position.
Probably, identied features determine the pedagogical and moderator-facilitator position according
to Glazunova O.V. (Glazunova, 2020), the most relevant for the participants of the project-educational
intensive SfeduNet, which denes the development of the project, hard and soft skills of students as the
main goals, and not just the creation of a product as a result of the project. Perhaps a different goal of the
intensive as a whole would require different mentor positions (expert, methodological, product) and, as a
result, a different personal prole and competencies.
Conclusions
Project students’ activity is one of the most important tools for the future professional competence
formation, “which guarantees successful adaptation and professionalization of a person on a career path.”
(Turlo, 2013). The most important role in accompanying students in project activities realization is played
by the mentor - the teacher who acts as a tutor, a coach, an expert, performing functions of motivation,
facilitation and organization. Also, creating conditions for effective communication between project team
members. Wide mentor’s functionality imposes special requirements for the level of development of his or
her competencies and personal qualities, the study of which was the goal of this research, realized on the
basis of the project-educational intensive of the Southern Federal University SfeduNet 4.0.
During the empirical study, the individual typological characteristics of project mentors were studied.
Thus, a project mentor has the following characteristics: a high degree of communicative tolerance;
motivation for success; general level of emotional intelligence, including the ability to manage and
understand one’s own and others’ emotions. In addition, the properties that determine the effectiveness
of the mentor’s activities accompanied by the project team were identied, namely: tolerance, the ability
to understand and accept the individuality of other people, their specicity, orientation towards achieving
success, an invaluable attitude towards people, beyond comparison with oneself and one’s own values.
preferences, high level of interpersonal emotional intelligence.
Obtained data have practical signicance and are widely used in project activities implementation
at the stage of selection, training and support of mentors. So, at the selection stage, diagnostic methods
can be used to select candidates which determine the level of expression of mentors’ key characteristics:
communicative tolerance, emotional intelligence, motivation to achieve success. According to obtained
during the selection results, a program of mentors’ training and educating can be formed, which helps to
master not only project activities basics and the intensive organizational side, but also to develop necessary
for the mentor universal and meta-competences, which are necessary for effective communication with
the team. Also, obtained results can help in preparation of additional materials and methodological
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Aleksandrovna, B. I. et al. (2023). Psychological Portrait of the Modern Mentor of Students’ Group Projects, International
Journal of Cognitive Research in Science, Engineering and Education (IJCRSEE), 11(1), 27-35.
recommendations that increase communicative mentors’ competence.
Conict of interests
The authors declare no conict of interest.
Author Contributions
Conceptualization, G.E.D., S.E.G. and T.E.C.; methodology, G.E.D.; software, S.E.G.; formal
analysis, G.E.D. and S.E.G.; writing—original draft preparation, G.E.D. and S.E.G.; writing—review and
editing, T.E.C. and S.E.G. All authors have read and agreed to the published version of the manuscript.
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