The relationship between dimensions of love, personality, and relationship length

The present study examined the associations among participant demographics, personality factors, love dimensions, and relationship length. In total, 16,030 participants completed an internet survey assessing Big Five personality factors, Sternberg’s three love dimensions (intimacy, passion, and commitment), and the length of time that they had been involved in a relationship. Results of structural equation modeling (SEM) showed that participant age was negatively associated with passion and positively associated with intimacy and commitment. In addition, the Big Five factor of Agreeableness was positively associated with all three love dimensions, whereas Conscientiousness was positively associated with intimacy and commitment. Finally, passion was negatively associated with relationship length, whereas commitment was positively correlated with relationship length. SEM results further showed that there were minor differences in these associations for women and men. Given the large sample size, our results reflect stable associations between personality factors and love dimensions. The present results may have important implications for relationship and marital counseling. Limitations of this study and further implications are discussed.

An analysis of beginning mentors’ critical incidents in English post-compulsory education: navigating stormy waters

This qualitative study explores the barriers and dilemmas faced by beginning and novice mentors in post-compulsory education in the southeast of England. It analyses critical incidents (Tripp, 2012) taken from the everyday practice of mentors who were supporting new teachers and lecturers in the southeast of England. It categorises different types of critical incidents that mentors encountered and describes the strategies and rationales mentors used to support mentees and (indirectly) their learners and colleagues. The study explores ways in which mentors' own values, beliefs and life experiences affected their mentoring practice.  Methodology As part of a specialist master’s-level professional development module, 21 mentors wrote about two critical incidents (Tripp, 2012) taken from their own professional experiences, which aimed to demonstrate their support for their mentee’s range of complex needs. These critical incidents were written up as short case studies, which justified the rationale for their interventions and demonstrated the mentors' own professional development in mentoring. Critical incidents were used as units of analysis and categorised thematically by topic, sector and mentoring strategies used. Findings The research demonstrated the complex nature of decision-making and the potential for professional learning within a mentoring dyad. The study of these critical incidents found that mentors most frequently cited the controversial nature of teaching observations, the mentor’s role in mediating professional relationships, the importance of inculcating professional dispositions in education, and the need to support new teachers so that they can use effective behaviour management strategies. This study contributes to our understanding of the central importance of mentoring for professional growth within teacher education. It identifies common dilemmas that novice mentors face in post-compulsory education, justifies the rationale for their interventions and mentoring strategies, and helps to identify ways in which mentors' professional development needs can be met. It demonstrates that mentoring is complex, non-linear and mediated by mentors’ motivation and values.