LAUSR

Little research exists that examines natural mentoring relationships (NMRs) during the college transition. We examine the role of parental attachment and help-seeking behaviors in students' development of new NMRs and the role NMRs have on students' outcomes. Included in the study were 215 first-year students at a large, urban, private university. Participants completed surveys at the beginning (Time 1) and at the end (Time 2) of the school year. We used structural equation modeling to test a hypothesized model that included predictors (i.e., attachment to parents and help-seeking behaviors) of NMRs and social and academic adjustment in college. Findings show a path relationship connecting the attachment to parents to help-seeking behaviors, and then to the number of reported NMRs. Help-seeking behaviors mediated the association between attachment and NMRs. The number of NMRs is associated with higher social adjustment, but not academic adjustment by the end of students' first year of college. Based on these results, we discuss the theoretical implications of newly formed NMRs and provide guidance for institutional interventions targeting first-year college students to assist with transition challenges.