Masterstudenters opplevelse av møter med veileder: ’’Det er veiledningen som gjør at en føler at en mestrer’’

Sammendrag I studier av veiledning er det ofte gjort et skille mellom den akademiske og den personlige dimensjon. Det anerkjennes videre at veiledning har betydning for studenters mestring. Med bakgrunn i denne faglige argumentasjonen, utviklet vi folgende problemstilling: Hvordan opplever studenter sitt mote med veileder i forhold til mestring under veiledning pa masteroppgaver? Intervjuer viste at studentene opplevde veilederne i spekteret fra svak til sterk innenfor bade den akademiske og den personlige dimensjon. Den pafolgende analysen resulterte i folgende fire kategorier: (1) Ikke-moting, (2) Rosemoting, (3) Prestasjonsmoting og (4) Mestringsmoting. Videre ble de ulike motene diskutert i forhold til mestring. Motene og veiledningens betydning for mestring illustreres gjennom ytringen ”det er veiledningen som gjor at en foler at en mestrer”. Abstract Within the field of counseling; academic and personal dimensions are often treated separately from each other in research. Counseling is recognized as being influential on a student's feeling of mastery. Based on this argument, the following research question was developed: What experiences do students have from their meetings with their counselors during counseling related to their Master Degrees, and how do these relate to their feeling of mastery? Our findings show that the students experienced their counselor as being from weak to strong within both academic and personal dimensions. The analysis revealed four categories: 1) Not Meeting, 2) Praise Meeting, 3) Performance Meeting, and 4) Mastery Meeting. The different categories were discussed relating to the student's feeling of mastery. The different categories of meetings and the counselor's importance regarding the student's feeling of mastery are illustrated by the statement “it is the counseling that affects my feeling of mastery”. (Published: 1 August 2013) Citation: Uniped 2013, 36 : 21515 - http://dx.doi.org/10.3402/uniped.v36i2.21515