Sunderman, Hannah M.Hastings, Lindsay J.Sellon, Addison2022-12-162022-12-162022-01-011949-6591http://hdl.handle.net/10919/112929The current study explored the development of generativity, care for the next generation, among college students who mentor K–12 youth. Interviews and degree-of-change graphs were conducted with 10 mentors using a phenomenological design. The findings revealed that mentoring positively influenced generativity. Additionally, antecedents and outcomes of generativity development emerged. The results argue for the role of being a mentor in psychosocial development, specifically generativity, which has implications for social responsibility, a goal of higher education.Pages 1-17application/pdfenIn CopyrightArticle - Refereed2022-12-16https://doi.org/10.1080/19496591.2022.2090844Sunderman, Hannah [0000-0001-8156-6206]1949-6605