A Longitudinal Examination of Types of Natural Mentor Support and College Adjustment Among Underrepresented Students

We investigated how cumulative natural mentor support (i.e., appraisal, emotional, informational, and instrumental) during students' first year was associated with various psychological and academic outcomes both concurrently and longitudinally. Results suggest that natural mentor support was associated with students’ foundational well-being but not associated with changes in outcomes over time.