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Cited by 56Mentoring and Academic DevelopmentYouth Development and Social SupportCounseling Practices and Supervision

Different roles and different results: how activity orientations correspond to relationship quality and student outcomes in school-based mentoring

Keller, Thomas E., Pryce, Julia M.·2012·The Journal of Primary Prevention
DOI 10.1007/s10935-012-0264-1
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Abstract

This prospective, mixed-methods study investigated how the nature of joint activities between volunteer mentors and student mentees corresponded to relationship quality and youth outcomes. Focusing on relationships in school-based mentoring programs in low-income urban elementary schools, data were obtained through pre-post assessments, naturalistic observations, and in-depth interviews with mentors and mentees. Adopting an exploratory approach, the study employed qualitative case study methods to inductively identify distinctive patterns reflecting the focus of mentoring activities. The activity orientations of relationships were categorized according to the primary functional role embodied by the mentor and the general theme of interactions: teaching assistant/tutoring, friend/engaging, sage/counseling, acquaintance/floundering. Next, these categories were corroborated by comparing the groups on quantitative assessments of relationship quality and change in child outcomes over time. Relationships characterized by sage mentoring, which balanced amicable engagement with adult guidance, were rated most favorably by mentees on multiple measures of relationship quality. Furthermore, students involved in sage mentoring relationships showed declines in depressive symptoms and aggressive behaviors. For disconnected pairs (acquaintances), students reported more negative relationship experiences. Findings suggest effective mentoring relationships represent a hybrid between the friendly mutuality of horizontal relationships and the differential influence of vertical relationships.

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Authors
Keller, T. E., & Pryce, J. M.
Affiliations
  • Portland State University (US)
  • Loyola University Chicago (US)
Corresponding author
Keller, Thomas E.
ORCID
Venue
The Journal of Primary Prevention
Publisher
Springer Science and Business Media LLC
Published
2012-02
Volume
33
Issue
1
Pages
47-64
ISSN
  • 0278-095X (ISSN-L)
  • 1573-6547
DOI
10.1007/s10935-012-0264-1
OpenAlex
W2082897542
Cited by
56
References
11
Citations by year
2026: 3 · 2025: 2 · 2024: 4 · 2023: 3 · 2022: 9 · 2021: 4 · 2020: 9 · 2019: 5 · 2018: 3 · 2017: 6 · 2016: 2 · 2015: 3 · 2014: 1 · 2013: 2
FWCI
2.90
Type
journal article
Language
en
Open access
closed
Licence
www.springer.com/tdm (tdm)
Locations
  • The Journal of Primary Prevention (publishedVersion)
  • PubMed (publishedVersion)
Funders
Spencer Foundation
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, mentoring relationships, relationship quality, counselor role, youth outcomes, depressive symptoms, aggression, volunteer mentors, youth development
MeSH terms
Adaptation, Psychological, Adolescent, Age Factors, Analysis of Variance, Child, Female, Health Status Indicators, Humans, Interview, Psychological, Male, Mentors, Motor Activity, Prospective Studies, Psychometrics, Surveys and Questionnaires, Role Playing, School Health Services, Schools, Statistics as Topic, Stress, Psychological, Students, Statistics, Nonparametric, Qualitative Research

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