Dyadic report of relationship quality in school-based mentoring: effects on academic and behavioral outcomes
Abstract
Mentoring, a common support practice for middle schoolers, can have varying effects on student academic and behavioral outcomes depending on the type of mentoring and quality of relationship formed. Although research has examined mentees' perception of relationship quality in mentoring relationships, fewer studies have looked at both mentor and mentee reports. The present study aims to explore how the interaction of mentor and mentee perceptions of the relationship quality is associated with student academic and behavioral outcomes. Major findings include the significant association between mentor-reported relationship quality and academic outcomes for mentees, as well as some associations mentee- and mentor-reported relationship quality and behavioral outcomes. Results illustrate the importance of training in mentoring programs, as well as how mentee- versus mentor-report of the relationship may impact outcomes in distinct ways. This study can improve understanding of mentor-mentee relationships, which may improve student academic and behavioral outcomes.
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The SBM program led to reductions in behavioral problems.
“behavioral problems (Gordon et al., 2013; Jablon and Lyons, 2021)”
From Outcome domains and assessment measures in school-based youth mentoring programs: a systematic review (2026) · cites this paper as Jablon and Lyons, 2021
The SBM program led to reductions in aggressive behavior.
“aggressive behavior (Nixon and Werner, 2010; Keller and Pryce, 2012; Jablon and Lyons, 2021)”
From Outcome domains and assessment measures in school-based youth mentoring programs: a systematic review (2026) · cites this paper as Jablon and Lyons, 2021
Cites
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Tiraieyari, N., & Krauss, S. (2026) · Frontiers in Education · doi:10.3389/feduc.2026.1518053
- Authors
- Jablon, E. M., & Lyons, M. D.
- Affiliations
- University of Virginia (US)
- Corresponding author
- Jablon, Elana M.
- ORCID
- Lyons, Michael D.
- Venue
- Journal of Community Psychology
- Publisher
- Wiley
- Published
- 2020-11-22
- Volume
- 49
- Issue
- 2
- Pages
- 533-546
- ISSN
- 0090-4392 (ISSN-L)
- 1520-6629
- OpenAlex
- W3107090914
- Cited by
- 6
- References
- 7
- Citations by year
- 2026: 1 · 2025: 2 · 2023: 1 · 2021: 2
- FWCI
- 0.82
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Journal of Community Psychology (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Psychology › Social Psychology › Mentoring and Academic Development
- Social Sciences › Safety Research › Youth Development and Social Support
- Social Sciences › Psychology › Social Psychology › Counseling Practices and Supervision
- Keywords
- school-based mentoring, dyadic relationship quality, educational outcomes, behavioral effects, junior high school students, mentor training, student support services
- MeSH terms
- Mentoring, Humans, Mentors, Schools, Students, Program Evaluation
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