“…Theory and empirical evidence suggest that the benefits of youth mentoring, in areas such as increased academic engagement, reduced risk‐taking, and improved family and peer relationships (e.g., Deutsch, Reitz‐Krueger, Henneberger, Futch Ehrlich, & Lawrence, 2017; Grossman & Rhodes, 2002; Grossman & Tierney, 1998; Herrera, DuBois, & Grossman, 2013; Herrera, Grossman, Kauh, & McMaken, 2011; Parra, DuBois, Neville, Pugh‐Lily, & Povinelli, 2002; Wheeler, Keller, & DuBois, 2010), are achieved within the context of a strong, consistent relationship with a supportive mentor over time (Karcher, 2005; Parra et al, 2002; Rhodes, 2002, 2005; Rhodes, Spencer, Keller, Liang, & Noam, 2006; Spencer, 2007a). Commitment, which reflects a person's intention to sustain and remain psychologically attached to a relationship (Rusbult, 1980; Rusbult, Martz, & Agnew, 1998), provides an important indicator of the likelihood that someone will choose to continue or terminate a relationship across a wide variety of interpersonal relationships (e.g., Le & Agnew, 2003; Rusbult, 1980; Rusbult & Martz, 1995; Rusbult et al, 1998; Tran, Judge, & Kashima, 2019). According to Rusbult's (1980) Investment Model, commitment to the relationship is predicted by satisfaction with the relationship (i.e., weighing the costs and benefits of the relationship and comparisons to past relationship experiences and expectations for an ideal relationship), investment (the magnitude and importance of what has been put into the relationship that would be lost or lose value if the relationship were to end, including both intrinsic and extrinsic investments), and available alternatives (i.e., the availability and desirability of other potential mentees or not having a mentoring relationship).…”