Finding the Sweet Spot: Investigating the Effects of Relationship Closeness and Instrumental Activities in School‐based Mentoring.
School‐based mentoring programs are popular prevention programs thought to influence youth development; but rigorous evaluations indicate that these programs often have small effects on youth outcomes. Researchers suggest that these findings may be explained by (a) mentors and mentees failing to dev...
| Publicado en: | American Journal of Community Psychology Vol. 63; no. 1/2; pp. 88 - 99 |
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| Autores principales: | , , |
| Formato: | Artículo |
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Wiley-Blackwell
Mar2019
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| Materias: | |
| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ssf&AN=135538630&site=ehost-live header: @attributes: shortDbName: ssf uiTerm: 135538630 longDbName: Social Sciences Full Text (H.W. Wilson) uiTag: AN controlInfo: bkinfo: jinfo: jid: 00910562 CMP jtl: American Journal of Community Psychology issn: 00910562 maglogo: N pubinfo: dt: Mar2019 vid: 63 iid: 1/2 pid: 480 pub: Wiley-Blackwell artinfo: ui: 135538630 10.1002/ajcp.12283 ppf: 88 ppct: 11 formats: fmt: – @attributes: type: T – @attributes: type: C – @attributes: type: P size: 321KB tig: atl: Finding the Sweet Spot: Investigating the Effects of Relationship Closeness and Instrumental Activities in School‐based Mentoring. aug: au: Lyons, Michael D. McQuillin, Samuel D. Henderson, Lora J. affil: Department of Human Services, University of Virginia, Charlottesville VA, USA Department of Psychology, University of South Carolina, Columbia SC, USA su: Socioemotional selectivity theory Mentoring sug: subj: Socioemotional selectivity theory Mentoring keyword: Academic outcomes School engagement Social relationships Youth mentoring Academic outcomes School engagement Social relationships Youth mentoring ab: School‐based mentoring programs are popular prevention programs thought to influence youth development; but rigorous evaluations indicate that these programs often have small effects on youth outcomes. Researchers suggest that these findings may be explained by (a) mentors and mentees failing to develop a close relationship and (b) mentors not setting goals or focusing on specific skills necessary improve outcomes. We assessed these explanations using data from approximately 1360 mentor and mentee pairs collected through a national study of school‐based mentoring (called, "The Student Mentoring Program"). Specifically, we tested the influence of mentee‐reported relationship quality and mentor‐reported use of goal‐setting and feedback‐oriented activities on academic, behavioral, and social‐emotional outcomes. Results suggested that youth reported relationship quality was associated with small to medium effects on outcomes. Moreover, goal‐setting and feedback‐oriented activities were associated with moderate to large effects on outcomes. We also found significant interactions between relationship quality and goal‐setting and feedback‐oriented activities on youth outcomes. We conclude that there appears to be a "sweet‐spot" wherein youth outcomes are maximized. The results of this study suggest a need for school‐based mentoring programs to monitor and support mentors in developing a close relationship while also providing opportunities to set goals and receive feedback. Highlights: When mentors set goals and give feedback to mentees, youth experience better outcomes.When youth report a good relationship with their mentor, youth experience better outcomes.However, mentors maximize impact when they have a good relationship, set goals, and give feedback. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: N holdings: @attributes: islocal: N |
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