More than fun and games? Understanding the role of school-based mentor-mentee match activity profiles in relationship processes and outcomes

Kanchewa, Stella S.; Christensen, Kirsten M.; Poon, Cyanea Y. S.; Parnes, McKenna F.; Schwartz, Sarah E. O.

doi:10.1016/j.childyouth.2020.105757

Cited by 6 publications

(10 citation statements)

References 35 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Larose et al's (2015) study of a Canadian school-based mentoring BBBS programme concurred but also emphasised that social activities were required more at the beginning of mentoring relationships to create mentees' responsiveness as academic activities were viewed more negatively. These findings and those of Meltzer et al (2020) and Kanchewa et al (2021) emphasized the importance of a balanced spread of social and academic activities in mentoring programmes.…”

Section: Programme Structure and Activitiesmentioning

confidence: 60%

“…The setting and programme structure are other factors which may influence mentoring experiences. Studies focussing on the nature of programme activities have argued that school-based mentoring spends more time on academic activities and generally has a more limited range of activities than community-based mentoring (Darling, 2005;Herrera et al, 2000;Kanchewa et al, 2021). However, authors have argued that a balanced approach to incorporate social and academic activities, regardless of the setting of mentoring, was needed (Herrera et al, 2000;Kanchewa et al, 2021).…”

Section: Programme Structure and Activitiesmentioning

confidence: 99%

“…Studies focussing on the nature of programme activities have argued that school-based mentoring spends more time on academic activities and generally has a more limited range of activities than community-based mentoring (Darling, 2005;Herrera et al, 2000;Kanchewa et al, 2021). However, authors have argued that a balanced approach to incorporate social and academic activities, regardless of the setting of mentoring, was needed (Herrera et al, 2000;Kanchewa et al, 2021). The small number of studies which specifically studied mentoring activities justify Darling's (2005) argument that a detailed understanding of the influence of specific types of shared activities is lacking and remains understudied.…”

Section: Programme Structure and Activitiesmentioning

confidence: 99%

“…Although Parra et al's (2002) process-oriented model of youth mentoring stresses the importance of mentors' skills and their self-efficacy, studies into the influence of mentors' skills and qualities on mentoring relationships are not extensive. Some studies have found that confident and knowledgeable mentors generally have greater success in overcoming challenges in mentoring relationships (Kanchewa et al, 2021;Larose et al, 2015;McArthur et al, 2017;Parra et al, 2002).…”

Section: Mentors' Skills and Qualitiesmentioning

confidence: 99%

“…When comparing her experiences to those of her friends, she noticed: Overall, student participants seemed to perceive an emphasis on academic activities over social activities although their experiences differed and were influenced by their teachermentor's approach to implementing the intended programme structure. Research on programme structure and activities, discussed in Section 2.5.2, has shown that academic and social activities needed to occur in formal youth mentoring (Darling, 2005;Herrera et al, 2002;Kanchewa et al, 2021) but authors differed as to which activities should be more prevalent at different stages of mentoring relationships (Ellis et al, 2007;Larose et al, 2015). Teacher-mentors' perceptions of mentoring activities also showed this tension about balancing academic and social development activities (Section 4.2.2).…”

Section: Consistency Between Mentoring Groupsmentioning

confidence: 99%

See 4 more Smart Citations

Teachers’ and students’ experiences and perceptions of a school-wide mentoring programme in New Zealand

Moehricke¹

View full text Add to dashboard Cite

Schools in New Zealand play an important role in young people’s academic and social development. Traditionally, schools have prioritised a focus on students’ academic success, with pastoral care often seen as important but not deserving a focus in itself. In the past decade, concerns about students’ wellbeing and mental health have increased and schools are tasked to find ways to deal with these concerns and demands effectively. As a strategy, many secondary schools in New Zealand have recently introduced stand-alone school-wide mentoring programmes to support their students’ academic and social development and to improve students’ wellbeing. The focus of this study is on one example of a school-wide mentoring programme which applied a whole school approach using teachers as mentors. This programme was in contrast to most formal mentoring programmes which target ‘at-risk’ students using external-to-school adult mentors. This study explores the nature of the programme, its contextual factors and teacher-mentors’ and students’ experiences and perceptions of the programme. This mixed-methods study collected teacher-mentors’ and students’ data in three distinct phases: adapted surveys from existing youth mentoring research tools (Match Characteristics Questionnaire (MCQ) and the Youth Mentoring Survey (YMS)), student World Café discussions and one-on-one interviews with teacher-mentors and students. The thematic analysis of teacher-mentors’ data identified the importance of how the intended mentoring programme was implemented, teachers’ experiences and perceptions of their relationships with students and their adaptation to the teacher-mentor role. The thematic analysis of students’ experiences and perceptions of the mentoring programme highlighted their varied experiences and perceptions which were shaped by the nature of the mentoring activities, the quality of their mentoring relationships and their perceived growth from mentoring. The study examined contextual factors which influenced the relationships between teacher-mentors and students by conducting an analysis informed by the principles of third generation CHAT. The study showed that teacher-mentors’ skills and their ability to form strong interpersonal relationships directly influenced students’ experiences and perceptions of mentoring. Close personal mentoring relationships led to students’ increased sense of wellbeing and personal growth. The key implications of these findings point towards the need for personal investment from teacher-mentors and students for mentoring relationships to be positive and successful. However, teachers’ skills in mentoring were strongly shaped by previous professional experiences such as previous experiences in pastoral care or experience of relational pedagogy in subject teaching, thus making the role more difficult for less experienced teachers. Teacher-mentor participants all noted difficulties in navigating the, at times, contradictory demands of the subject teacher and teacher-mentor roles. Ongoing professional learning about these challenges was largely absent. Students highlighted the significance of relational qualities of their mentoring relationships on their personal development, noting that these were undermined when the school changed their teacher-mentor or when a teacher-mentor left. The study highlights the value of school-wide mentoring programmes to students. It raises significant issues to resourcing and ongoing professional learning schools experience when fulfilling an extensive pastoral role in addition to their expected academic functions. The study contributes to the growing body of research about group and hybrid mentoring, and in particular, some of the challenges associated with implementing such forms of mentoring in school-wide settings.

show abstract

Section: Programme Structure and Activitiesmentioning

confidence: 60%

Section: Programme Structure and Activitiesmentioning

confidence: 99%

Section: Programme Structure and Activitiesmentioning

confidence: 99%

Section: Mentors' Skills and Qualitiesmentioning

confidence: 99%

Section: Consistency Between Mentoring Groupsmentioning

confidence: 99%

See 3 more Smart Citations

Teachers’ and students’ experiences and perceptions of a school-wide mentoring programme in New Zealand

Moehricke¹

View full text Add to dashboard Cite

show abstract

Unlocking the transformative power of mentoring for youth development in communities, schools, and talent domains

Luo

Stoeger

2023

Journal Community Psychology

View full text Add to dashboard Cite

Mentoring is a highly individualized educational measure that can support youth development in communities, schools, and talent domains. Depending on the target population, goals, structure, and medium, mentoring for youths can differ considerably. This article first reviews the main types of mentoring programs and practices for youth development in communities, schools, and talent domains. Despite the popularity of mentoring programs, many programs fail to realize the full potential of mentoring as meta‐analyses consistently show relatively small effects of mentoring. The discrepancy between the potential and actual effect of mentoring is referred to as the mentoring paradox. Crucial aspects that are held responsible for the mentoring paradox, such as adequate planning and implementation of mentoring programs, adherence to research‐based mentoring practices, as well as quality assurance of mentoring programs through systematic program research and evaluation are described. Finally, implications on how to professionalize mentoring are provided for different stakeholders.

show abstract

Striking the Balance: The Relative Benefits of Goal- and Youth-Focused Approaches to Youth Mentoring Relationships

Werntz

Poon

Rhodes

2023

J Youth Adolescence

View full text Add to dashboard Cite

More than fun and games? Understanding the role of school-based mentor-mentee match activity profiles in relationship processes and outcomes

Cited by 6 publications

References 35 publications

Teachers’ and students’ experiences and perceptions of a school-wide mentoring programme in New Zealand

Teachers’ and students’ experiences and perceptions of a school-wide mentoring programme in New Zealand

Unlocking the transformative power of mentoring for youth development in communities, schools, and talent domains

Striking the Balance: The Relative Benefits of Goal- and Youth-Focused Approaches to Youth Mentoring Relationships

Contact Info

Product

Resources

About