Studying the characteristics of mentoring university students with the main focus on supporting their professional development

Introduction. The problem of training and development of demanded, highly qualified professionals is explored. The purpose of this article is to identify the characteristic features of mentoring university students aimed at enhancing their professional development. Materials and Methods. The study was conducted using theoretical, empirical and auxiliary methods of psychological and educational research. General logical methods of scientific knowledge included analysis, synthesis and generalization of information. The analysis was based on questionnaires, as well as the method of collecting social information. Mathematical and statistical methods for interpreting the results were used as auxiliary methods. When assessing the reliability of differences between the data obtained from students of different years of study, a nonparametric statistical method was used (the Pearson chi-square test). Results. The authors identified features of mentoring university students. Four types of mentors have been identified: 1) mentors for learning; 2) mentors as psychologists; 3) research mentors; 4) field-based mentors. The functions of each type of mentors have been described and clarified. Furthermore, the authors proposed a system of interaction between mentors. Conclusions. The article concludes about the characteristic features of mentoring university students in order to facilitate their professional development as future professionals. The authors proposed a system of mentoring focusing on training, support and guidance of students which includes four types of mentors. A system of interaction between mentor and student is described.