The Quality of Mentoring Relationships and Mentoring Success (original) (raw)
Related papers
Understanding Mentoring Relationships
1992
A study was done to investigate and document the nature and quality of actual mentoring relationships and the processes used to establish and support such relationships in Minneapolis (Minnesota). Interviews were conducted with mentoring program staff aout pairs of proteges and mentors, with mentors, with proteges, and with another significant adult in each case who had first-hand information about the mentoring relat;onship. Four mentor relationships were included from each of five types of programs: traditional, long-term focused activity, short-term focused activity, team mentoring, and group mentoring. A total of 46 interviews were completed. The analysis found that participants in traditional programs described their relationships as meaningful, substantial, and important. Participants in long-term focused activity programs found attitudinal changes and enjoyment. Short-term, focused activity programs such as school-based tutoring brought significant benefits to participants. Team mentoring of more than one adult working with a young person often involved matching a child from a single parent family with a two-parent family and frequently resulted in a special more intense relationship with the father. Group mentoring where one adult works with a group of youth such as Girl Scouts resulted in satisfaction for the adult with the positive response from the youth, and all those interviewed spoke to the utility of these group sessions and the effectiveness of the processes used in the groups. The report includes a chart showing the topology of mentoring programs. (JB)
An Investigation of the Determinants of Successful Assigned Mentoring Relationships
Personnel Psychology, 1988
This study examined the influence of protege characteristics, gender composition of the mentoring relationship, the quality of the relationship, and the amount of time the protege spent with the mentor on career and psychosocial benefits gained by the protege. Proteges were assigned to mentors as pan of a development program designed to facilitate personal and career development of educators. An instrument designed to assess the extent to which mentors provide career and psychosocial outcomes to proteges was developed. Protege gender, job involvement, and career planning activity was related to attainment of psychosocial outcomes. Implications and future directions for research regarding mentoring are discussed.
A model for the influence of mentoring relationships on youth development
Journal of Community Psychology, 2006
Anecdotal reports of the protective qualities of mentoring relationships for youth are corroborated by a growing body of research. What is missing, however, is research on the processes by which mentors influence developmental outcomes. In this article, we present a conceptual model of the mentoring process along with a delineation of some of the current research on what makes for more effective mentoring relationships. A set of recommendations for future research is offered.
Perceptions of Mentoring Relationships
The influence of mentor-protégé relationship structure and experience factors on perceptions of mentoring were examined for a sample of mentors and also for a sample of protégés from the same work environment. Experience with mentor-protégé relationships (number of mentors/protégés and relationship length) and the relationship structure (formally arranged vs informally developed and subordinate vs non-subordinate protégé) significantly affected reports of the amount of psychosocial support, career guidance, role modeling, and communication that occurred in the mentoring relationships in which the protégés and mentors engaged. 1997 Academic Press Much research has investigated the outcomes of mentor-protégé relationships. Mentoring has generally been shown to have a positive effect on proté-gés' performance and overall success in organizational settings.
Journal of School Psychology, 2013
This study explores the pathways through which school-based mentoring relationships are associated with improvements in elementary and high school students' socio-emotional, academic, and behavioral outcomes. Participants in the study (N=526) were part of a national evaluation of the Big Brothers Big Sisters school-based mentoring programs, all of whom had been randomly assigned to receive mentoring at their schools over the course of one academic year. Students were assessed at the beginning and end of the school year. The results of structural equation modeling showed that mentoring relationship quality, as measured by the Youth-Centered Relationship scale and the Youth's Emotional Engagement scale, was significantly associated with positive changes in youths' relationships with parents and teachers, as measured by subscales of the Inventory of Parent and Peer Attachment, the Teacher Relationship Quality scale, and the Hemingway Measure of Adolescent Connectedness. Higher quality relationships with parents and teachers, in turn, were significantly associated with better youth outcomes, including self-esteem, academic attitudes, prosocial behaviors, and misconduct. The effect sizes of the associations ranged from 0.12 to 0.52. Mediation analysis found that mentoring relationship quality was indirectly associated with some of the outcomes through its association with improved parent and teacher relationships. Implications of the findings for theory and research are discussed.
Mentoring relationships and programs for youth
2008
Abstract Mentoring is one of the most popular social interventions in American society, with an estimated three million youth in formal one-to-one relationships. Studies have revealed significant associations between youth involvement in mentoring relationships and positive developmental outcomes. These associations are modest, however, and depend on several intervening processes. Centrally important is the formation of close, enduring connections between mentors and youth that foster positive developmental change.
Structuring mentoring relationships for competence, character, and purpose
New directions for youth development, 2010
We close this volume with a final commentary from two leaders in the mentoring field. Rhodes and Spencer articulate how the contributions to this volume offer a richer, more complex rendering of relational styles and processes than has been laid out previously in the mentoring literature. They suggest that these efforts should provoke discussion and debate on how relationship styles and mentor-youth interactions influence youth outcomes, particularly as this work continues to draw on knowledge from related fields. The authors conclude with the hope that the work presented here will inform mentoring practices in ways that help youth successfully meet the demands of and flourish in an increasingly complex world.
Youth & Society
Despite their growing popularity, quantitative studies of school-based mentoring (SBM) programs for youth have showed considerable variation in mentoring benefits, including negative effects of mentoring. We investigated the initial 3 months of one school’s SBM program, delivered by teachers and compulsory for all first- and second-year high school students ( N = 103). Students who reported higher quality of mentoring environment (QME) tended to report greater school engagement. No such association was found for grades. In addition, higher QME was associated with greater perceived benefits of discussing personal themes but not of academic themes. Evidence of personal benefit, but absence of evidence for academic benefit, was consistent with reported effects in other SBM programs. Protégé expectations, but not gender or initial school engagement, were associated with QME, suggesting self-fulfilling prophecy as a mediator of effects. We discuss the implications of this for managing SB...