A model for the influence of mentoring relationships on youth development
Abstract
Anecdotal reports of the protective qualities of mentoring relationships for youth are corroborated by a growing body of research. What is missing, however, is research on the processes by which mentors influence developmental outcomes. In this article, we present a conceptual model of the mentoring process along with a delineation of some of the current research on what makes for more effective mentoring relationships. A set of recommendations for future research is offered. © 2006 Wiley Periodicals, Inc.
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Rhodes et al.'s model of youth mentoring posits that a close mentoring relationship stimulates three intertwined processes: enhancement of social and emotional development, improvement in cognitive functioning, and promotion of positive identity development, all of which subsequently result in positive outcomes.
“A prominent model of mentoring relationships is Rhodes et al.’s (2006) model of youth mentoring. Drawing on theories of parent-child, teacher-child, and peer relationships, the model posits that a close mentoring relationship stimulates three intertwined processes: (1) enhancement of social and emotional development; (2) improvement in cognitive functioning; and (3) promotion of positive identity”
From Unpacking Community-Based Youth Mentoring Relationships: An Integrative Review (2021) · cites this paper as Rhodes et al. (2006)
Natural mentors who are trustworthy and consistent may help youth feel more confident and open to emotional support when facing stressful events or chronic adversity.
“Although, youth with a history of unavailable or inconsistent care may be less likely to turn to others in times of stress (Belsky & Cassidy, 1994), natural mentors who are trustworthy and consistent may help youth feel more confident and open to emotional support when facing stressful events or chronic adversity (Rhodes et al., 2006; Rutter, 1987).”
From Does Natural Mentoring Matter? A Multilevel Meta‐analysis on the Association Between Natural Mentoring and Youth Outcomes (2018) · cites this paper as Rhodes et al., 2006
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- Authors
- Rhodes, J. E., Spencer, R., Keller, T. E., Liang, B., & Noam, G.
- Affiliations
- University of Massachusetts Boston (US)
- Boston University (US)
- University of Chicago (US)
- Boston College (US)
- Harvard University (US)
- Corresponding author
- Rhodes, Jean E.
- Venue
- Journal of Community Psychology
- Publisher
- Wiley
- Published
- 2006-10-05
- Volume
- 34
- Issue
- 6
- Pages
- 691-707
- ISSN
- 0090-4392 (ISSN-L)
- 1520-6629
- OpenAlex
- W2110355970
- Cited by
- 432
- References
- 11
- Citations by year
- 2026: 22 · 2025: 22 · 2024: 18 · 2023: 13 · 2022: 23 · 2021: 35 · 2020: 27 · 2019: 35 · 2018: 25 · 2017: 28 · 2016: 31 · 2015: 23 · 2014: 20 · 2013: 24 · 2012: 29
- FWCI
- 10.36
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Community Psychology (publishedVersion)
- Topics
- Social Sciences › Psychology › Social Psychology › Mentoring and Academic Development
- Social Sciences › Safety Research › Youth Development and Social Support
- Social Sciences › Safety Research › Career Development and Diversity
- Keywords
- mentoring relationships, youth development, protective factors, mentoring process, conceptual model, developmental outcomes
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