LAUSR

In educational contexts, mentorship roles often complicate the mentor-student relationship because mentors act not only as the closest academic ally of graduate students but also their program supervisors who can affect their timely graduation. This study examines how graduate students react to their mentors’ names when subliminally presented. A total of 63 graduate students (31 male; Mean Age = 23.450) were asked to perform an irrelevant color judgment task of valenced words (positive vs. negative relationship words) after a subliminal presentation of three different types of names (i.e., mentors, authorities, and friends). Results show that mentor and friend names elicit a greater P2 peak than authority names, whereas mentor names evoke a reduced N2 and P3 amplitude than friend and authority names. In addition, participants with a history of abusive supervision tend to have an overall decline in P2 amplitude. These event-related potential (ERP) findings suggest that mentors are perceived by students as familiar while attention-inducing figures.