Among other things, mentoring research is concerned with how mentors go about the process of choosing who they should mentor. Even when mentoring relationships are assigned, mentors need to feel that the efforts they are putting forth are worth the time and energy. What protégé attributes best attract the attention of a mentor? What mentor attributes make some protégés more attractive to them than others? This study looks at 3 explanations for mentor-protégé attraction, shedding light on the mental processes that influence why some protégés find it easy to get mentors and why some have a much tougher time finding the right person to mentor them. Practical and theoretical implications of this study are included.

The current supplementary web based English learning in Taiwan provides online learning resources and gives assessments at the end of each lesson to evaluate learners' online learning results. Based on the testing results, instructors may adjust their in-class instructional method to focus on the students' weaknesses. For the average classroom size of 40 students with one instructor, it is extremely difficult to provide individual learning content for each learner's needs because each student has his or her own weaknesses. This study conducted the situated environment with Vygotsky's dynamic assessment theory to test learner's learning achievements and satisfactions as compared to the current web learning environment. The study finds that when both groups of Taiwanese students used Internet based learning, those that utilized the situated and dynamic learning assessment environment showed a statistically significant higher achievement score than those using only the current online learning environment (p < .01). In addition, learners in the SDLA environment had statistically significant higher satisfaction scores than those in the current web learning environment.