Learning life skills strengthening basic competencies and health-related quality of life of socially disadvantaged elementary school children through the mentoring program "Balu und Du" ("Baloo and you")

Drexler, Sibylle; Borrmann, Brigitte; Müller-Kohlenberg, Hildegard

doi:10.1007/s10389-011-0458-7

Cited by 3 publications

(1 citation statement)

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“…For the most part, target situations take place in a different setting and without the mentors. For example, in youth mentoring, target situations may be situations that require resilience or responsible (e.g., health-related Larson) decision making ( Karcher et al, 2006 ; Rhodes et al, 2006 ; Drexler et al, 2012 ; Karcher and Hansen, 2014 ). For school mentoring, target situations include, for example, improvements in studying at home and project work, dealing more effectively with bullying in school, and successful test taking ( Herrera et al, 2007 ; Cavell and Henrie, 2010 ; Keller and Pryce, 2012 ; Schwartz et al, 2012 ).…”

Section: Introductionmentioning

confidence: 99%

How Mentors Think About the Attainability of Mentoring Goals: The Impact of Mentoring Type and Mentoring Context on the Anticipated Regulatory Network and Regulatory Resources of Potential Mentors for School Mentoring Programs

et al. 2021

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Research shows that trained mentors achieve better results than untrained ones. Their training should particularly address their expectations for their future mentoring. Our study involved 190 preservice teachers, potential mentors of ongoing school mentoring for primary and secondary school students of all grades. They were randomly assigned to one of four conditions in a 2-x-2 between-subjects design of mentoring type (traditional mentoring versus e-mentoring) and mentoring context (non-pandemic versus COVID-19 pandemic). Participants assessed mentoring conducted under these four conditions in terms of its appropriateness for achieving four mentoring program targets: learning, key skills, social targets, and problem coping. Participants were also asked to assess the resources available to achieve each program target. Overall, the potential mentors considered the various conditions to be suitable for achieving the four program targets. They were particularly favorable in their assessment of the possibility for the realization of learning targets. Likewise, they assumed that sufficient resources were available to achieve the targets. However, a repeated-measures MANOVA showed that the potential mentors considered more ambitious targets to be possible in traditional mentoring than in e-mentoring and normal (i.e., pre-pandemic) contextual conditions than during the COVID-19 pandemic. In contrast, they estimated the resources available to achieve the targets to be about the same in the four conditions. This indicates a decoupling of mentoring targets from the consideration of the resources needed to achieve them. This assumption was confirmed in correlation analyses and has implications for mentor training.

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