The impact of school-based mentoring on youths with different relational profiles.

Schwartz, Sarah E. O.; Rhodes, Jean E.; Chan, Christian S.; Herrera, Carla

doi:10.1037/a0021379

Cited by 92 publications

(83 citation statements)

References 70 publications

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“…This approach is aimed at identifying patterns within an individual's responses, and considers multiple characteristics simultaneously (Laursen et al 2006;Von Eye and Bogat 2006). It was recently used in the field of developmental psychology (Mayseless and Scharf 2009;Schwartz et al 2011).…”

Section: Resultsmentioning

confidence: 99%

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Attachment Orientations and the Development of Israeli Elementary School-Age Children: The Role of Dependent Relationship

Goldner

2014

J Child Fam Stud

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Associations between attachment orientations and development throughout the school year were explored in 167 Israeli elementary school-age children (mean age 9.58, range 8-12). Using a person-centered approach, the findings indicate differences in children's development as a function of their attachment orientation. Consistent with hypotheses, children characterized by a balanced relationship with their mothers exhibited the highest level of adjustment mainly in the emotional and the social realms in the beginning and at the end of the year. However, contrary to predictions, children characterized by a dependent relationship with their mothers made more progress in these areas during the year than children who were characterized by either a balanced or a distant relationship. These findings are discussed from a cultural perspective.

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Section: Resultsmentioning

confidence: 99%

“…A score of 1 represented low self-perception, and 4 represented the high continuum. This measure has been widely used and shows good psychometric qualities (e.g., Schwartz et al 2011;Shapiro et al 2005). …”

Section: Methodsmentioning

confidence: 99%

Attachment Orientations and the Development of Israeli Elementary School-Age Children: The Role of Dependent Relationship

Goldner

2014

J Child Fam Stud

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“…1 (n = 82) 2 (n = 75) 3 (n = 61) 4 (n = 91) academic performance than their peers (Schwartz et al, 2011). For mentees who showed no change or a decrease in PCL during the mentoring program, SBM may have been perceived as a simple extension of teaching; something which, ultimately, failed to improve academic results.…”

Section: Discussionmentioning

confidence: 89%

“…Some meta-analyses found that SBM impact ranged from un-existent (Wood & Mayo-Wilson, 2012) to modest, but significant (DuBois et al, 2011). There is accumulated evidence that SBM effectiveness is influenced by a wide array of factors such as: the mentees' gender (Darling, Bogat, Cavell, Murphy, & Sanchez, 2006) or level of relational risk (Schwartz, Rhodes, Chan, & Herrera, 2011); the mentor's profile, including his/her background in caring and educational roles (DuBois et al, 2011); or the specific implementation of the SBM program (DuBois et al, 2011), such as the existence of appropriate activities (Karcher, 2008) or the duration of SBM relationships (Grossman, Chan, Schwartz, & Rhodes, 2012).…”

Section: Introductionmentioning

confidence: 99%

The moderating influence of perceived competence in learning on mentored students' school performance

Simões

Alarcão

2014

Learning and Individual Differences

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Our aim is to examine whether mentored students' Perceived Competence in Learning (PCL) moderates school performance outcomes in school-based mentoring (SBM) programs delivered by teachers. A three-stage longitudinal study was conducted in order to compare mentored (n = 157) and non-mentored students (n = 160) enrolled in formal basic education (5th to 8th grades). Multivariate Analyses of Covariance (MANCOVA) revealed that mentoring was moderately effective in improving mentees' Portuguese grades and Grade Point Average (GPA) and reducing the number of unexcused absences compared to equivalent non-mentored students. The study also demonstrated that the mentees' PCL had a significant moderating effect on improvement in their Math grades. The different patterns of change in PCL during SBM also contributed to a variation in school performance outcomes. These results suggest that SBM delivered by experienced educators may enhance PCL as well as school performance in formal learning contexts.

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“…One large randomized study in Latino children did observe different mentoring outcomes by gender and age [8]. Another study found that SBM had differential effects depending on the mentees' relational profile [22]. To further understand what defines successful mentoring relationships among urban Latino children, qualitative research to expand the currently accepted definitions of mentoring relationship quality and its impact would be helpful.…”

Section: Discussionmentioning

confidence: 99%

Youth Development Through Mentorship: A Los Angeles School-Based Mentorship Program Among Latino Children

Coller

Kuo

2013

J Community Health

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Despite higher risk for school failure, few school-based mentoring (SBM) studies have focused on low-income at-risk Latino children. We describe the development and evaluation of the Youth Empowerment Program (YEP), a sustainable, high-quality, SBM program among urban Latino students. Based on evidence from work in other communities, YEP was created as a partnership between the 4th and 5th grades at a Los Angeles Title I elementary school and university undergraduates. We tested the feasibility of applying a previously validated relationship quality assessment tool in this population. Since 2008, 61 mentor and mentee pairs have participated in YEP, with an average relationship length of 1.5 years. Through 2010, over 95 % of pairs had relationships lasting at least 1 year, while 47 % lasted 2 or more years. Seventy-percent of mentees and 85 % of mentors were female, and an increased trend for early relationship termination was observed among male mentees. Through 2011, relationships lasted under 1 year among 29 % of male mentees compared to 7 % of female mentees (p = 0.15). A previously validated relationship quality assessment tool was easily incorporated into YEP, with relationships exhibiting youth-centeredness, emotional engagement and low dissatisfaction. After 5 years, YEP has become a feasible and sustainable SBM program providing long-term relationships for low-income Latino children. These relationships may improve youth health through fewer risky behaviors and attitude improvements. Future work should focus on supporting male mentors and mentees.

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The impact of school-based mentoring on youths with different relational profiles.

Cited by 92 publications

References 70 publications

Attachment Orientations and the Development of Israeli Elementary School-Age Children: The Role of Dependent Relationship

Attachment Orientations and the Development of Israeli Elementary School-Age Children: The Role of Dependent Relationship

The moderating influence of perceived competence in learning on mentored students' school performance

Youth Development Through Mentorship: A Los Angeles School-Based Mentorship Program Among Latino Children

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