What Mentees Bring: Relationship Characteristics Pre-Mentoring and Mentoring Relationship Satisfaction

Autor/inn/en	Williamson, Supriya; Lawrence, Edith; Lyons, Michael D.; Deutsch, Nancy L.
Titel	What Mentees Bring: Relationship Characteristics Pre-Mentoring and Mentoring Relationship Satisfaction
Quelle	In: Journal of Early Adolescence, 40 (2020) 7, S.996-1022 (27 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Williamson, Supriya)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0272-4316
DOI	10.1177/0272431619891251
Schlagwörter	Mentors; Interpersonal Relationship; Females; College Students; Early Adolescents; Mothers; Parent Child Relationship; Peer Relationship; Attachment Behavior; Self Esteem; Middle School Students; Trust (Psychology); Socioeconomic Status; Racial Differences; Ethnicity; Satisfaction + Suchen Sie Ihr Suchwort? Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Weibliches Geschlecht; Collegestudent; Mother; Mutter; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Peer-Beziehungen; Attachment; Bindungsverhalten; Self-esteem; Selbstaufmerksamkeit; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Socio-economic status; Sozioökonomischer Status; Rassenunterschied; Ethnizität; Zufriedenheit
Abstract	A critical mechanism through which mentors are thought to influence developmental outcomes is the mentee-mentor relationship. Attachment theories suggest that a mentee's perceptions of other relationships in her life may impact the quality of the mentor-mentee relationship. This study tests this hypothesis. Data were drawn from a sample of 205 early adolescent girls who received a college-aged mentor through the Young Women Leaders Program for one academic year. In this exploratory study, we examine the association between mentees' relationship characteristics (i.e., perceptions of, feelings about maternal and peer relationships) and mentoring relationship satisfaction. Results of multiple linear regressions revealed that less maternal quality communication and trust was associated with lower quality mentoring relationships (beta = 0.258, p < 0.05). Higher levels of maternal alienation were associated with higher quality mentoring relationships (beta = 0.241, p < 0.05). Results can inform mentor training to support strong mentoring relationships with girls experiencing a variety of attachment-related challenges with their mothers. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01