Risks and Rewards of School-Based Mentoring Relationships: A Reanalysis of the Student Mentoring Program Evaluation

Autor/inn/en	Lyons, Michael D.; McQuillin, Samuel D.
Titel	Risks and Rewards of School-Based Mentoring Relationships: A Reanalysis of the Student Mentoring Program Evaluation
Quelle	In: School Psychology, 34 (2019) 1, S.76-85 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2578-4218
DOI	10.1037/spq0000265
Schlagwörter	Risk; Mentors; Educational Environment; Interpersonal Relationship; Randomized Controlled Trials; Outcomes of Education; Program Evaluation; Grades (Scholastic); Middle School Students; Standardized Tests; Scores; Referral; Parent Child Relationship; Student Attitudes; Peer Relationship; Delinquency; Behavior Problems + Suchen Sie Ihr Suchwort? Risiko; Lernumgebung; Pädagogische Umwelt; Schulumwelt; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Lernleistung; Schulerfolg; Programme evaluation; Programmevaluation; Notenspiegel; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Standadised tests; Standardisierter Test; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Schülerverhalten; Peer-Beziehungen; Kriminalität
Abstract	In the United States, school-based mentoring programs are a large and widely funded form of mentoring. Despite widespread support, meta-analyses indicate that the effects of school-based mentoring programs are small. One hypothesis for these results is that school-based mentors are not able to develop a sufficiently high-quality relationship with mentees to produce the hypothesized positive effects. This study presents a reanalysis of a large randomized controlled trial of school-based mentoring and examines the estimated effect of mentoring as a function of mentee-reported relationship quality using a novel statistical approach. Although we found that average effect sizes were near zero and consistent with researchers' original findings, our findings also indicate that low relationship quality is associated with some harmful effects, particularly on misconduct, and that as relationship quality improves, so do effects. However, we found that this association decelerates and resulted in small, positive effects for some outcomes. These results suggest that that poor relationship quality may produce harmful effects and a strong relationship may not be sufficient to produce moderate, positive academic and behavioral outcomes in a school-based mentoring context. (As Provided).
Anmerkungen	American Psychological Association. Journals Department, 750 First Street NE, Washington, DC 20002. Tel: 800-374-2721; Tel: 202-336-5510; Fax: 202-336-5502; e-mail: order@apa.org; Web site: http://www.apa.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2021/2/06