本研究主要目的在於探討影響大學生認知同儕師徒功能的因素，並檢視此經驗對其學習成效之影響。學習成效以學生之學業成績、努力承諾、學業適應、人際適應為衡量指標。以北部某私立大學的大三及大四學生為對象，採分層抽樣方式共獲得445 份有效問卷。研究結論為大學生認知同儕師徒功能中的情感性功能(包括心理支持與角色模範)高於職涯發展功能；正式/非正式關係及學院別皆與三項師徒功能認知沒有顯著相關；內控傾向與三項師徒功能認知呈現顯著正相關；而女性在職涯發展、心理支持與角色模範三項功能的認知也都顯著高於男性；角色模範功能與學業成績及努力承諾有顯著關聯；職涯發展功能顯著預測人際適應，而心理支持功能則無法顯著預測學習成效。本文根據研究結果提出相關之建議。

This study investigated antecedents and consequences of peer mentoring for
undergraduates. Results of statistical analyses on a sample of 445 college juniors and seniors indicated that psychosocial and role modeling functions were higher than career function in peer motoring functions for undergraduates. Results also showed that the locus of control was positively related to mentoring functions. The role modeling function was
positively related to protégé's academic record and effort commitment. While the career functions significantly predicted protégé's interpersonal adjustment, psychosocial support failed to predict any of the indicators of learning effectiveness. Implications of formal peer
mentoring programs for college education were recommended.