"My Mentor Thinks That I Can Be Someone Amazing": Drawing out Youths' Passions and Purpose

Autor/inn/en	White, Allison E.; Lincoln, Brenna; Liang, Belle; Sepulveda, Jonathan; Matyjaszczyk, Veronica; Kupersmith, Caroline; Hill, Nancy E.; Perella, John
Titel	"My Mentor Thinks That I Can Be Someone Amazing": Drawing out Youths' Passions and Purpose
Quelle	In: Journal of Adolescent Research, 36 (2021) 1, S.98-123 (26 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (White, Allison E.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0743-5584
DOI	10.1177/0743558420942481
Schlagwörter	Mentors; High School Students; Student Development; Best Practices; Educational Benefits; Psychological Patterns; Partnerships in Education; College School Cooperation; Minority Group Students; Learner Engagement; Teacher Student Relationship; Parent Child Relationship; Goal Orientation; Social Support Groups; Massachusetts + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Bildungsertrag; Hochschulpartnerschaft; Teacher student relationships; Lehrer-Schüler-Beziehung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Zielorientierung; Zielvorstellung; Social support; Soziale Unterstützung; Master-Studiengang
Abstract	This qualitative descriptive study analyzed the role that natural mentors had in cultivating a sense of purpose and meaning among 38 diverse male and female high school students. The "types" of mentoring support provided and the students' perceived "experiences" of receiving the support were considered in the analysis. Directed content analysis revealed four initial overarching types of supportive actions that were provided by mentors: emotional, instrumental, informational, and appraisal support. The types of support offered were further categorized across three dimensions of perceived support by the mentees: (a) affirmation (e.g., the experience of emotional and appraisal support), (b) cultivation (e.g., the experience of being challenged and obtaining skills), and (c) guidance (e.g., the experience of receiving information and advice). In order for mentees to perceive and accept cultivation and guidance support, they first needed to experience an affirming relationship with their mentors. Findings may inform best practices for mentoring youth toward lives of meaning and purpose. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01