Mentor Response to Youth Academic Support-Seeking Behavior: Does Attunement Matter?

Autor/inn/en	Weiler, Lindsey M.; Chesmore, Ashley A.; Pryce, Julia; Haddock, Shelley A.; Rhodes, Tara
Titel	Mentor Response to Youth Academic Support-Seeking Behavior: Does Attunement Matter?
Quelle	In: Youth & Society, 51 (2019) 4, S.548-569 (22 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0044-118X
DOI	10.1177/0044118X17697235
Schlagwörter	Mentors; Intervention; Delinquency; Adolescents; Underachievement; Truancy; Dropout Prevention; Program Effectiveness; Academic Achievement; Help Seeking; Grade Point Average; Self Efficacy; Role Models; Individual Characteristics; Responses; At Risk Persons; Undergraduate Students + Suchen Sie Ihr Suchwort? Kriminalität; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Performance deficiency; Leistungsschwäche; Schulabsentismus; Schulschwänzen; Schulverweigerung; Schulleistung; Help-seeking behavior; Help-seeking behaviour; Hilfe suchendes Verhalten; Self-efficacy; Selbstwirksamkeit; Identifikationsfigur; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Risikogruppe
Abstract	Mentoring-based interventions for adolescent offenders are promising strategies for reducing the likelihood of academic underachievement, truancy, and school dropout. Program effectiveness, however, varies widely. Investigation into factors that strengthen the impact of mentoring on academic-related outcomes is warranted. One factor might be academic attunement, or the degree to which a mentor's emphasis on academics is consistent with youth's academic support-seeking behavior and desire for academic help. This within-group study examined the relationship between mentor attunement and academic outcomes among youth (N = 204; ages 11-18; 54.5% male) who participated in a time-limited mentoring program. Latent profile analysis identified three distinct groups: attuned mentors, overfocused mentors, and underfocused mentors. In general, youth with attuned mentors reported better postintervention scores as compared with youth with misattuned (i.e., overfocused or underfocused) mentors on perception of school usefulness and importance, academic self-efficacy, and truancy, but not grade point average. Findings suggest the importance of monitoring academic attunement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01