Striving for Contribution: The Five Cs and Positive Effects of Cross-Age Peer Mentoring

Autor/inn/en	Sinclair, Eric; Larson, Heidi A.
Titel	Striving for Contribution: The Five Cs and Positive Effects of Cross-Age Peer Mentoring
Quelle	In: Pastoral Care in Education, 36 (2018) 1, S.3-15 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sinclair, Eric)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0264-3944
DOI	10.1080/02643944.2017.1422008
Schlagwörter	Mentors; Peer Teaching; Cross Age Teaching; High School Students; Qualitative Research; Interviews; Student Attitudes; College Students; Program Effectiveness; Employees; Competence; Individual Characteristics; Values; Self Esteem; Interpersonal Relationship; Altruism; Questionnaires + Suchen Sie Ihr Suchwort? Peer group teaching; Peer Group Teaching; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Qualitative Forschung; Interviewing; Interviewtechnik; Schülerverhalten; Collegestudent; Employee; Arbeitnehmer; Beschäftigter; Kompetenz; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Wertbegriff; Self-esteem; Selbstaufmerksamkeit; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Altruistic behavior; Altruismus; Fragebogen
Abstract	This article explores the relationship between cross-age peer mentoring and positive life outcomes as defined by the Five Cs: competence, character, confidence, connection, and compassion. Qualified high school juniors and seniors were randomly assigned groups of 4-5 freshmen to mentor through the challenges of transitioning to secondary school. Through a qualitative interview process, 12 former mentors discuss the benefits they have experienced in their lives as college students or productive members of the workforce, ranging from 1-4 years removed from the experience. All mentors found some value to the program as outlined by the Five Cs. (As Provided).
Anmerkungen	Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01