scholarly journals An Examination of the Role of Mentees’ Social Skills and Relationship Quality in a School‐Based Mentoring Program

2020 ◽  
Vol 65 (1-2) ◽  
pp. 149-159 ◽  
Author(s):  
Loïs Schenk ◽  
Miranda Sentse ◽  
Margriet Lenkens ◽  
Gera E. Nagelhout ◽  
Godfried Engbersen ◽  
...  
Keyword(s):  
Social Skills ◽  
Relationship Quality ◽  
Mentoring Program ◽  
School Based ◽  
School Based Mentoring

scholarly journals Pathways of influence in school-based mentoring: The mediating role of parent and teacher relationships

2013 ◽  
Vol 51 (1) ◽  
pp. 129-142 ◽  
Author(s):  
Christian S. Chan ◽  
Jean E. Rhodes ◽  
Waylon J. Howard ◽  
Sarah R. Lowe ◽  
Sarah E.O. Schwartz ◽  
...  
Keyword(s):  
Mediating Role ◽  
School Based ◽  
Teacher Relationships ◽  
School Based Mentoring

A typology of school-based mentoring relationship quality: Implications for recruiting and retaining volunteer mentors

2018 ◽  
Vol 90 ◽  
pp. 149-157 ◽  
Author(s):  
Barbara J. McMorris ◽  
Jennifer L. Doty ◽  
Lindsey M. Weiler ◽  
Kara J. Beckman ◽  
Diego Garcia-Huidobro
Keyword(s):  
Relationship Quality ◽  
Mentoring Relationship ◽  
School Based ◽  
School Based Mentoring ◽  
Volunteer Mentors

scholarly journals “I Expect It to Be Great . . . but Will It Be?” An Investigation of Outcomes, Processes, and Mediators of a School-Based Mentoring Program

2017 ◽  
Vol 51 (7) ◽  
pp. 934-960 ◽  
Author(s):  
Dávid Laco ◽  
Wendy Johnson
Keyword(s):  
High School Students ◽  
School Engagement ◽  
Future Research ◽  
Mentoring Program ◽  
Negative Effects ◽  
School Students ◽  
Personal Benefit ◽  
School Based ◽  
Quantitative Studies ◽  
School Based Mentoring

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 SBM programs and future research.

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