The Impact of School-Based Mentoring on Youths with Different Relational Profiles

Autor/inn/en	Schwartz, Sarah E. O.; Rhodes, Jean E.; Chan, Christian S.; Herrera, Carla
Titel	The Impact of School-Based Mentoring on Youths with Different Relational Profiles
Quelle	In: Developmental Psychology, 47 (2011) 2, S.450-462 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0012-1649
DOI	10.1037/a0021379
Schlagwörter	Mentors; Volunteers; Student Diversity; Disadvantaged Youth; Youth Programs; Interpersonal Relationship; Attachment Behavior; Context Effect; Profiles; Measurement Techniques; Self Esteem; Age Groups; Arizona; Colorado; Georgia; Maine; Missouri; Ohio; Pennsylvania; Texas; Washington + Suchen Sie Ihr Suchwort? Freiwilliger; Benachteiligter Jugendlicher; Jugendsofortprogramm; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Attachment; Bindungsverhalten; Charakterisierung; Profilanalyse; Messtechnik; Self-esteem; Selbstaufmerksamkeit; Age grop; Altersgruppe
Abstract	Associations between youths' relationship profiles and mentoring outcomes were explored in the context of a national, randomized study of 1,139 youths (54% female) in geographically diverse Big Brothers Big Sisters school-based mentoring programs. The sample included youths in Grades 4-9 from diverse racial and ethnic backgrounds, the majority of whom were receiving free or reduced-price lunch. Latent profile analysis, a person-oriented approach, was used to identify 3 distinct relational profiles. Mentoring was found to have differential effects depending on youths' preintervention approach to relationships. In particular, youths who, at baseline, had satisfactory, but not particularly strong, relationships benefited more from mentoring than did youths with profiles characterized by either strongly positive or negative relationships. Implications for research and practice are discussed. (Contains 1 figure and 8 tables.) (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002-4242. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org/publications
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10