Xinting Hou

This study aims to apply Arundale's[1-3] Conjoint Co-constituting Model of Communication to investigate the construction process of mentor identity in formal and informal academic contexts, with a focus on identity interactions between mentors and students. The theory of identity joint construction emphasizes the process by which individuals shape and construct identities through shared activities and interactions in social settings. In academic environments, the construction of mentor identity is crucial for teaching quality, academic succession, and disciplinary development. Using research methods such as recordings, interviews, observations, and text analysis, we will explore how mentors jointly construct their identities in formal academic settings (e.g., classrooms, academic conferences) and informal academic settings (e.g., one-on-one interactions between mentors and students, laboratory environments). The findings of this study will contribute to a deeper understanding of mentor identity construction in academic environments, providing theoretical and practical insights for improving educational quality, cultivating excellent scholars, and promoting academic exchange.

mentor identity construction, conjoint co-constituting model of communication, mentor-student relationship.

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