Youth mentoring relationships have significant potential for promoting positive youth development. Nonetheless, the benefits derived from such relationships depend considerably on the length and quality of the bonds that are created between mentors and youth. Although some attention has been paid to youth's experience of relationship quality, few studies have focused on mentors' experience of relationship quality. In the context of a national sample of mentor and youth dyads in Big Brothers Big Sisters community-based mentoring programs (N = 5,222), the current study validated a new mentor-reported measure of relationship quality, explored associations between mentor and youth assessments of relationship quality, and investigated the capacity of early assessments of relationship quality to predict mentoring relationship duration. Implications for research and practice are discussed.

Given the challenges to the notion of objectivity posed by social psychological research on investigator effects, constructivist and critical epistemological perspectives, and the introduction of qualitative research methods in psychology, the investigators examined how leading methodologists understand the function of objectivity and subjectivity in psychological science. The aim of the study was to learn how contemporary methodologists view these issues so as to communicate converging perspectives to the field and inform methods education. A brief historical review of the concept of objectivity in psychology is presented to contexualize this examination. Eleven accomplished methodologists with expertise in a range of methods and epistemological perspectives were interviewed. Findings from a grounded theory analysis demonstrated that all the participants expressed concern about the belief that science is unaffected by scientists' perspectives, believing researchers and educators should problematize this perspective. Recommendations from participants included that science be viewed as a value-laden endeavor in which scientists systematically conduct research from multiple epistemological perspectives, and/or utilize diverse methods tailored to address their questions. Scientific procedures were detailed that could curtail dangers of either unchecked subjectivity or a false sense of objectivity. A functional analysis of these constructs, objectivity and subjectivity, suggested they both serve a similar scientific and an ethical purpose-to prevent the premature foreclosure of possible understanding because of the expectations of researchers. The mainstreaming of disclosures about the perspectives and positions of investigators, as well as their management, and the implementation of epistemological and methodological pluralism are encouraged to support this ethic.

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Resident Advisors (RAs) have a significant hand in helping students adjust and thrive in college life. Given the importance of selecting high-performing RAs, this study sought to examine how well various measures of intelligence (e.g., general, emotional) in addition to personality and additional “internal belief” characteristics predict performance in the RA position, using hierarchical regression analyses. General intelligence, emotional intelligence, personality dimensions, and “internal beliefs” survey data were obtained from 36 university RAs. Performance data were obtained from self-reports by the RAs and also from 190 resident students rating their RAs. RA emotional stability, conscientiousness, and confidence in ability as an RA were found to be predictive of rated performance. Scores of emotional intelligence, but not general intelligence, were found to be significantly positively correlated with RA performance. However, emotional intelligence did not have incremental validity above the contribution of other measures. Implications for improving the current process of RA selection at colleges and directions for future research are discussed.

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Resident Advisors (RAs) have a significant hand in help-ing students adjust and thrive in college life. Given the importance of selecting high-performing RAs, this study sought to examine how well various measures of intelligence (e.g., general, emotional) in addition to personality and additional "internal belief" characteristics predict performance in the RA position, using hierarchical regression analyses. General intelligence, emotional intelligence, personality dimensions, and "internal beliefs" survey data were obtained from 36 university RAs. Performance data were obtained from self-reports by the RAs and also from 190 resident students rating their RAs. RA emotional sta-Brought to you by | HEC Bibliotheque Maryriam ET J. 529bility, conscientiousness, and confidence in ability as an RA were found to be predictive of rated performance. Scores of emotional intelligence, but not general intelligence, were found to be significantly positively correlated with RA performance. However, emotional intelligence did not have incremental validity above the contribution of other measures. Implications for improving the current process of RA selection at colleges and directions for future research are discussed.The college experience is a tumultuous time in young people' s lives. Being away from home for the first time, meeting high academic expectations, and facing financial concerns can create a situation loaded with tension. In the face of these pressures, college students may feel hopeless and helpless, resulting in problems such as depression, sleep disorders, substance abuse, anxiety disorders, eating disor- ders, impulsive behaviors, and suicide (Kadison & DiGeronimo, 2004). Additionally, parents often feel shut out from their children' s lives and unsure of how to help them during this difficult transition period (Kadison & DiGeronimo).Fortunately, the transition to autonomy can be greatly facilitated by the guidance of capable peers. Indeed, many studies show that during the adolescent stage of development, teens tend to be heavily influenced by their peers (Conner, 1994; Dupre, Miller, Gold, & Rospenda, 1995). Recognizing this fact, most universities employ undergraduate students as leaders in important contexts of the college environment. For example, resident advisors (RAs) are students employed by universities to live in specific student housing and supervise students. RAs are typically charged with four major tasks: (a) maintaining campus residence halls, (b) enforcing residential policies, (c) developing community, and (d) assisting students. In addition, they are often viewed as role models by fellow students in the residence halls where they live and work, as they interact daily with fellow students (Healea, 2005).In light of the important role that RAs can play in facilitating the transition to college life for incoming students, a major concern for universities ought to be the selection of the best possible candidates for this critical position. Unfortunately, as Jaeger and Caison (2006) have Brought...