Psychosocial Profiles of Youth Who Acquire a Natural Mentor during a School Year

Autor/inn/en	Hagler, Matthew; Raposa, Elizabeth B.; Rhodes, Jean
Titel	Psychosocial Profiles of Youth Who Acquire a Natural Mentor during a School Year
Quelle	In: Applied Developmental Science, 23 (2019) 2, S.144-152 (9 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-8691
DOI	10.1080/10888691.2017.1342539
Schlagwörter	Psychological Patterns; Profiles; Adolescent Development; Social Development; Mentors; Stress Variables; Prosocial Behavior; Help Seeking; Youth Programs; Peer Relationship; Predictor Variables + Suchen Sie Ihr Suchwort? Charakterisierung; Profilanalyse; Soziale Entwicklung; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Jugendsofortprogramm; Peer-Beziehungen; Prädiktor
Abstract	Youth who form bonds with supportive, nonparent adults within their existing social networks (i.e., natural mentors) experience a range of positive outcomes, but a relatively minimal amount is known regarding the psychosocial factors that prospectively predict the formation of natural mentoring relationships. Analyzing longitudinal youth data from the waitlist control group of a formal mentoring intervention, the current study investigates the psychosocial factors that predict the acquisition of natural mentoring relationships. Of youth who reported not having a natural mentor at baseline (n = 193), ages 9 to 16 (M = 11.20, SD = 1.61), 46.1% acquired a natural mentor over a school year. A significant interaction between stress (i.e., the number of recent stressful life events) and prosocial peer engagement predicted the acquisition of a natural mentor. At low levels of stress, prosocial peer engagement significantly predicted a lower likelihood of acquiring a natural mentor. This negative association became less strong with increasing stress levels. These findings highlight the importance of addressing interactions among personal and contextual factors when examining natural mentorship. The current and future investigations of naturally occurring mentoring relationships can inform the development of community-based and contextually relevant mentoring interventions. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01