If momma ain’t happy with the mentoring relationship, ain’t nobody happy with the mentoring relationship

Relatively less is known about whether parental perceptions of the match impacts or the length and strength of mentoring relationships. In this research relationships were examined. Parents/guardians were also surveyed about their level of satisfaction with the match.
The primary findings were that parent/guardian dissatisfaction with the match relationships meeting goals was the only significant predictor of a higher likelihood of match closure.
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Factors That Enhance the Quality of Relationships Between Mentors and Mentees During Check & Connect. Behavioral

By: Kern, L., Harrison, J., Custer, B., & Mehta, P. (2019).

This study examined methods to mitigate school dropout and increase student engagement by looking to promote feelings of connectedness and a sense of belonging through successful mentoring relationships.
The researchers have looked at how mentees viewed their relationships with their mentors, trying to find out what makes a high quality in mentoring relationship, and what factors influence the success of the match.
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Relational competence in teacher education.

By Jonas Aspelin & Anders Jonsson
It is not a study about mentoring but about
 relational competence in teacher education by introducing a Swedish project which focuses on interpersonal aspects. However there are some similarities with mentoring regarding relational competences.

The concluding discussion focuses on lessons learned from the study regarding how to promote teacher students’ relational competence.

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A typology of school-based mentoring relationship quality

Implications for recruiting and retaining volunteer mentors
Barbara J.McMorrisa, Jennifer L.Doty, Lindsey M.Weiler, Kara J.Beckman and DiegoGarcia-Huidobro

Abstract
A critical component of successful mentoring programs is the quality of relationships. In school-based settings, relationship quality measures tend to rely on single, undimensional indicators reported by one informant. Using data from a school-based sample of both mentors and mentees enrolled in Big Brothers Big Sisters of the Greater Twin Cities (n = 244), we identified multidimensional profiles of mentoring relationships, factors associated with profiles, and associations between profiles and program-related mentor outcomes.

Highlights

  • Considering both mentor and mentee report of match relationship quality is crucial.
  • Understanding patterns of match quality informs training.
  • Strong match relationship quality relates to match length and commitment.

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“I really wanted her to have a Big Sister”

Mentoring programs often  focus on the mentor-mentee dyad. But this  research study show interest of the parent or caregiver in the mentoring relationship.
Semi-structured qualitative interviews were made in a Big Brothers Big Sisters mentoring program to explore reasons why they wanted mentors for their daughters.The results showed that the caregivers expected mentors to support their daughters as trusted companions, confidants, and conduits to opportunities and services. In addition, caregivers noted ways in which mentoring offered them respite and reinforced their parenting.

Read more here.

An Examination of Strain and Mentor Response Strategies

From the Abstract:

Mentoring is a popular and widespread intervention for at-risk youth that can positively influence this population’s adaptation to stressors and increase overall resilience. Yet there is a lack of attention to how mentoring relationships work or the attributes of mentoring that contribute to successful outcomes. In this study, we employ qualitative in-depth interviews with mentors in a school-based program to learn about their perceptions of the strain experienced by their mentees, and how they respond to it during sessions. We focus on emotional regulation, conflict resolution, future orientation, and active listening – four positive coping strategies associated with enhanced resilience among at-risk youth. This study considers how these positive strategies fit into mentors’ descriptions of their approaches and the implications for intervention programming

Read more here.

By: Jennifer K. Wesely & Nicholas P. Dzoba & Holly Ventura Miller & Christine E. Rasche

Staff- a valuable source of information on mentoring relationship

This research article focus on  the coordinating staff who interact on regular basis with mentors and mentees and whom rarely are used as informants but can be a valuable source of information on mentoring relationship.
But also give a more nuanced understanding of the complexity of youth mentoring relationships.

It reports a relationship quality from nine mentor-mentee dyads in a New Zealand school-based mentoring program, as well as reports from the program staff who supervised them.

Distal and experiential perspectives of relationship quality from mentors, mentees, and program staff in a school-based youth mentoring program
by Hilary Dutton, Kelsey L. Deane, Pat Bullen

Mentoring for first generation Immigrant Refugee Youth

By Ashmeet K. Oberoi, University of Miami, Dec. 2016

This review examines research on mentoring for first-generation immigrant and refugee youth and is organized around four aspects of mentoring for these youth—its documented effectiveness, factors conditioning effectiveness, intervening processes for linking mentoring to outcomes, and the extent of reach and engagement and the quality of implementation of mentoring programs.

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Effects of a School-Based Social-Emotional and Character Development Program on Self-Esteem Levels and Processes: A Cluster-Randomized Controlled Trial

Naida Silverthorn, David L. DuBois, Kendra M. Lewis, Amanda Reed, Niloofar Bavarian, Joseph Day, Peter Ji, Alan C. Acock, Samuel Vuchinich, and Brian R. Flay

This study evaluated effects of Positive Action (PA), a school-based social-emotional and character development program, on self-esteem levels and processes among minority, low-income, urban youth.

The result shows that students in PA schools had more favorable change and endpoint scores on indices of self-esteem in the domains of peer and school and use of both adaptive and (to a lesser extent) maladaptive processes for developing and maintaining self-esteem.  Read more click here.

Research

Motivation by Positive or Negative Role Models: Regulatory Focus Determines Who Will Best Inspire Us

By Penelope Lockwood, University of Toronto
and Christian H. Jordan and Ziva Kunda, University of Waterloo

These researcher demonstrated that individuals aremotivated by role models who encourage their own/different concerns.
Promotion-focused individuals, who favor a strategy of pursuing desirable outcomes and where participants’ academic motivation was increased by goal matching role models but decreased by goal congruent role models.
Read more here.

Interesting article about the effect of mentoring

Professor Jean Rhodes, (University of Massachusetts,Boston)  one leading experts on mentoring sais: if you talk to successful people about what made a difference in your lives, “it often comes down to the involvement of a caring adult over time and during critical moments,”, Mentoring sometimes involves helping you “figure out what you want to do with your life … who are the people who will help you get there … and how do you connect with them.”Rhodes has worked with a team of other psychologists and social scientists on a meta-analysis of 73 mentoring programs aimed at children and adolescents across the Canada. Read more about it here.

A new  book about mentoring called “Critical mentoring”.
 Click here to read more.