Pygmalion in the Program: The Role of Teenage Peer Mentors' Attitudes in Shaping Their Mentees' Outcomes

Autor/inn/en	Karcher, Michael J.; Davidson, Alice J.; Rhodes, Jean E.; Herrera, Carla
Titel	Pygmalion in the Program: The Role of Teenage Peer Mentors' Attitudes in Shaping Their Mentees' Outcomes
Quelle	In: Applied Developmental Science, 14 (2010) 4, S.212-227 (16 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8691
Schlagwörter	Mentors; Peer Influence; Adolescents; Children; High School Students; Comparative Analysis; Student Attitudes; Self Control; Expectation; Interpersonal Relationship; Elementary School Students; Secondary School Students; Youth Programs; At Risk Students; Cross Age Teaching; Social Development; Social Behavior + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Child; Kind; Kinder; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schülerverhalten; Selbstbeherrschung; Expectancy; Erwartung; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Sekundarschüler; Jugendsofortprogramm; Soziale Entwicklung; Social behaviour; Soziales Verhalten
Abstract	Cross-age peer mentoring programs, in which teenagers mentor younger children, have proliferated in recent years, yet there is disagreement about the effectiveness of such programs. This study tested whether teen mentors' attitudes about children interact with their mentees' characteristics to moderate outcomes of cross-age peer mentoring. The sample included 221 high school volunteers, 205 mentees, and 182 control group youth. Latent profile analyses yielded two profiles of students who were labeled "academically connected" or "disconnected." Analyses revealed that the academically disconnected mentees who were paired with mentors holding relatively positive attitudes toward youth were more emotionally engaged in the mentoring relationship (than disconnected mentees with more negative mentors) and, subsequently, reported stronger relationships with their teachers at year's end (than did the similarly disconnected children in the control group). Conversely, there was evidence of iatrogenic effects of matching negative mentors with academically connected mentees. Implications for mentor selection and training are discussed. (Contains 4 tables and 3 figures.) (As Provided).
Anmerkungen	Psychology Press. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10