Youth mentoring relationships and college social and academic functioning: the role of mentoring relationship quality, duration, and type

McClain, Cara M.; Kelner, William C.; Elledge, L. Christian

doi:10.1002/ajcp.12539

Cited by 17Mentoring and Academic DevelopmentHigher Education Research StudiesCareer Development and Diversity

Youth mentoring relationships and college social and academic functioning: the role of mentoring relationship quality, duration, and type

McClain, Cara M., Kelner, William C., Elledge, L. Christian·2021·American Journal of Community Psychology

DOI 10.1002/ajcp.12539

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Abstract

The aim of the present study was to examine how college students' retrospective reports of youth-mentoring experiences were associated with current sense of belonging and community, academic motivation, and college self-efficacy, and to determine hows these outcomes vary as a function of mentoring relationship quality, duration, and type (e.g., natural versus program-sponsored). Analyses were conducted in Mplus 8.0 on a sample of 400 college students. Our findings suggest that most college students endorse a mentoring relationship. We found that having a mentor was associated with increased college self-efficacy. Among those with a youth mentor, relationship quality was positively associated with sense of belonging and college self-efficacy while duration of the mentoring relationship and relationship type were not associated with college-related outcomes. Further analyses were conducted to assess how the associations between relationship quality and the college-related outcomes varied as a function of mentoring duration and type. Relationship quality was uniquely associated with these college-related outcomes over and above student gender, race, and first-generation status. Our findings suggest it may be important to prioritize the enhancement of mentor relationship quality as a mechanism to affect change in academic-related outcomes.

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These results are consistent with previous research.
“These results are consistent with previous research (Weiler et al., 2015; McClain et al., 2021).”
From Outcome domains and assessment measures in school-based youth mentoring programs: a systematic review (2026) · cites this paper as McClain et al., 2021

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Authors: McClain, C. M., Kelner, W. C., & Elledge, L. C.
Affiliations: University of Tennessee at Knoxville (US)
Corresponding author: McClain, Cara M.
ORCID: McClain, Cara M.
Kelner, William C.
Elledge, L. Christian
Venue: American Journal of Community Psychology
Publisher: Wiley
Published: 2021-07-26
Volume: 68
Issue: 3-4
Pages: 340-357
ISSN: 0091-0562 (ISSN-L)
1573-2770
DOI: 10.1002/ajcp.12539
OpenAlex: W3186503766
Cited by: 16
References: 73
Citations by year: 2026: 4 · 2025: 5 · 2024: 1 · 2023: 2 · 2022: 4
FWCI: 1.71
Type: journal article
Language: en
Open access: closed
Licence: onlinelibrary.wiley.com/termsAndConditions#vor (vor)
Locations: American Journal of Community Psychology (publishedVersion)
PubMed (publishedVersion)
Topics: Social Sciences › Psychology › Social Psychology › Mentoring and Academic Development
Social Sciences › Education › Higher Education Research Studies
Social Sciences › Safety Research › Career Development and Diversity
Keywords: youth mentoring, mentoring relationship quality, university students, sense of belonging, academic motivation, college self-efficacy, first-generation college students, natural mentoring
MeSH terms: Mentoring, Adolescent, Humans, Mentors, Retrospective Studies, Students, Universities

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Youth mentoring relationships and college social and academic functioning: the role of mentoring relationship quality, duration, and type

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