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Effect of Accounting Students’ Participation in Academic Mentoring Programmes on Their Professional Self-Confidence in Nigerian Universities

Abstract

Academic mentoring programmes provide structured opportunities for students to receive guidance, encouragement, professional advice, and academic support from experienced individuals. Professional self-confidence refers to students’ belief in their ability to perform professional tasks, communicate effectively, make appropriate decisions, and function competently in accounting-related environments. However, some accounting students may complete their university education with limited confidence in their professional abilities due to inadequate exposure to mentoring and professional guidance. This study therefore examines the effect of accounting students’ participation in academic mentoring programmes on their professional self-confidence in Nigerian universities. The study is intended to determine whether participation in mentoring programmes contributes to stronger professional confidence among accounting students. Academic mentoring programmes may involve regular interactions between students and lecturers, professional accountants, senior students, alumni, or other experienced mentors. Through such programmes, students can receive career guidance, discuss academic and professional challenges, obtain feedback on their abilities, and gain exposure to practical expectations within the accounting profession. Mentoring can also provide opportunities for students to observe professional behaviours, ask questions, receive encouragement, and develop clearer perceptions of their career capabilities. Consistent participation may therefore help students become more familiar with professional responsibilities and improve their confidence in handling accounting-related tasks. Professional self-confidence is important because it influences students’ willingness to participate in professional activities, communicate their ideas, handle accounting tasks, interact with clients and colleagues, and pursue career opportunities. Students who possess stronger professional self-confidence may be more willing to apply their accounting knowledge in practical situations and take responsibility for professional assignments. Participation in academic mentoring programmes may strengthen this confidence by providing students with constructive feedback, professional encouragement, practical guidance, and opportunities to discuss career-related experiences. The study will therefore examine the extent to which participation in mentoring programmes influences students’ professional self-confidence. The study will adopt a quantitative research design, specifically a survey research design. The population will consist of accounting students enrolled in selected Nigerian universities, while the sample size will be determined using an appropriate sampling procedure. Data will be collected using a structured questionnaire designed to measure students’ participation in academic mentoring programmes and their level of professional self-confidence. The questionnaire will be subjected to appropriate validation procedures, while reliability will be established using a suitable reliability technique. The data collected will be analyzed using descriptive statistics and inferential statistics, with the appropriate statistical test used to determine the effect of mentoring programme participation on professional self-confidence. The study is expected to establish that participation in academic mentoring programmes has a positive effect on the professional self-confidence of accounting students. Students who actively participate in mentoring activities are expected to demonstrate greater confidence in communicating professionally, performing accounting-related tasks, making career decisions, and handling professional responsibilities. The study may also establish that regular interaction with mentors provides students with useful feedback and encouragement that strengthens their belief in their professional capabilities. These expected findings would suggest that mentoring can serve as an important component of accounting education. The findings are expected to have implications for teaching and learning in accounting education. Incorporating structured mentoring activities into accounting programmes could provide students with opportunities to connect classroom knowledge with professional expectations. Lecturers and mentors could use mentoring sessions to identify students’ areas of weakness, provide individualized guidance, discuss professional experiences, and encourage students to develop relevant professional skills. Such activities may make accounting education more supportive and practice-oriented while helping students develop greater confidence in applying their knowledge beyond the classroom. The study will be significant to accounting students, lecturers, university administrators, professional accounting bodies, and other stakeholders in accounting education. Accounting students may benefit from improved access to guidance and professional encouragement, while lecturers may gain insight into the importance of mentoring in developing students’ professional capabilities. University administrators may use the findings to strengthen existing mentoring initiatives or establish structured academic mentoring programmes. Professional accounting bodies and practising accountants may also benefit by identifying opportunities to contribute to the professional development and confidence-building of future accounting professionals. The study recommends that Nigerian universities should strengthen and institutionalize academic mentoring programmes for accounting students by establishing structured mentor–mentee relationships, regular mentoring sessions, professional interaction opportunities, and effective feedback mechanisms. Mentoring programmes should involve qualified lecturers, experienced accounting professionals, alumni, and other suitable mentors who can provide relevant academic and professional guidance. Universities should also encourage active student participation and periodically assess the effectiveness of mentoring initiatives. The study concludes that effective academic mentoring can contribute meaningfully to the development of professional self-confidence among accounting students and should therefore receive greater attention within university accounting education.

Keywords: Accounting Education, Academic Mentoring, Mentoring Programmes, Accounting Students, Professional Self-Confidence, Student Mentoring, Career Guidance, Professional Development, Mentor–Mentee Relationship, Professional Competence, Career Confidence, Academic Support, Professional Skills, Accounting Profession, Student Development.