Developmental Mentoring, Relationship Quality and School Adjustment: The Chapel Buddy Programme

Autor/inn/en	Fair, Cynthia D.; Hopkins, Kate; Decker, Anna
Titel	Developmental Mentoring, Relationship Quality and School Adjustment: The Chapel Buddy Programme
Quelle	In: Early Child Development and Care, 182 (2012) 1, S.107-121 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0300-4430
DOI	10.1080/03004430.2010.545125
Schlagwörter	Longitudinal Studies; Student Adjustment; Kindergarten; Grade 6; Mentors; Program Effectiveness; Context Effect; Qualitative Research; Statistical Analysis; Interpersonal Relationship; Cross Age Teaching + Suchen Sie Ihr Suchwort? Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Student; Students; Adjustment; Schüler; Schülerin; Studentin; Adaptation; School year 06; 6. Schuljahr; Schuljahr 06; Qualitative Forschung; Statistische Analyse; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung
Abstract	This prospective mixed methods longitudinal study examined the connection between mentor-mentee relationship quality and school adjustment amongst students participating in the Chapel Buddy programme, a developmental mentoring programme. Thirty-one sixth graders were paired with 29 kindergarteners for the duration of the school year. Sixth-grade reports of relationship quality had a significant main effect on predicting the self-reported school adjustment of the kindergarten students at the end of the year. Additionally, regression analyses indicated that relationship satisfaction of the sixth-grader students predicted teacher-reported academic adjustment of the sixth graders. Qualitative analyses of parents' perspectives of the Chapel Buddy programme indicated parents believed the programme eased the transition to school. This study concludes that developmental mentoring has a positive influence on school adjustment, specifically school connectedness, for mentors as well as the mentees, and such a programme can be successful for fostering adjustment to elementary and middle school. (Contains 5 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10