The purpose of this descriptive non-experimental mentorship study was to first, examine the correlation between peer mentorship relationships, mentorship effectiveness, peer mentee/student self-efficacy, and mentee/student academic progression. A cross-sectional survey method approach was used to determine the outcomes for 2nd- year and beyond psychology doctoral students. The study explored the construct of self-efficacy, as it relates to the theoretical underpinnings of Bandura's (1986) social cognitive theory, to that of peer-mentored students' abilities to persist and achieve academic program progression. Mentored students' levels of self-efficacy were hypothesized to be influenced by peer mentorship relationships established within a doctoral educational environment. Results indicated that those participants who reported having peer mentors had higher academic progression scores than those without mentors, and those higher scores were also significantly related to their ratings of mentor effectiveness. Higher academic progression and self-efficacy scores were also reported for students identifying as White in comparison to other race students who reported significantly lower scores. However, there were no significant relationships that exist between self-efficacy ratings with mentorship status or academic progression ratings. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com.bibliotheek.ehb.be/en-US/products/dissertations/individuals.shtml.]