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Cited by 124Mentoring and Academic DevelopmentYouth Development and Social SupportPsychosocial Factors Impacting Youth

The DOI matches its Crossref record; 64 of the 64 references it cites were found in a registry or an index.

The Quality of Mentoring Relationships and Mentoring Success

Goldner, Limor, Mayseless, Ofra·2009·Journal of Youth and Adolescence
DOI 10.1007/s10964-008-9345-0
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Abstract

The quality of the relationships that mentors forge with their protégés is assumed to significantly affect the success of mentoring interventions. Building on previous research, this study examined the association between relationship qualities and protégé functioning. Multiple reporters (e.g., mentors, protégés and teachers) were used in a prospective research design spanning eight months in Israel's largest mentoring program-Perach. The sample consisted of 84 protégés ranging in age from 8 to 13 years (M = 10.75). Qualities in the mentoring relationship such as closeness, dependency and unrealistic expectations for the continuation and deepening of the relationship, beyond the planned period, were positively associated with the children's social and academic adjustment, and contributed to perceived academic competence, social support and wellbeing. Generalization of positive mentoring experiences to other relationships (such as the mother-child relationship) and the role of unrealistic expectations and dependency as key elements are considered. Implications of the findings for research and mentoring intervention are discussed.

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Crossref · 10.1007/s10964-008-9345-0

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Research works printed but not linked: 2

  1. Mayseless, O., & Salomon, G. (2003). Dialectic contradictions in the experiences of Israeli Jewish adolescents: Efficacy and stress, closeness and friction, and conformity and non-compliance. In F. Pajares & T. Urdan (Eds.), Adolescence and education, vol.III: International perspectives on adolescence (pp. 149–171). Greenwich, CT: Information Age Publishing.
  2. Smilansky, S., & Shfatia, L. (1974). A research of the inventory to assess children in kindergarten and its validation refers to achievements in first and second grades (in Hebrew). Jerusalem: R. Bresler Educational Research Center.

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Metadata

Authors
Goldner, L., & Mayseless, O.
Affiliations
  • Weizmann Institute of Science (IL)
  • University of Haifa (IL)
Corresponding author
Goldner, Limor
ORCID
Venue
Journal of Youth and Adolescence
Publisher
Springer Science and Business Media LLC
Published
2008-10-02
Volume
38
Issue
10
Pages
1339-1350
ISSN
  • 0047-2891 (ISSN-L)
  • 1573-6601
DOI
10.1007/s10964-008-9345-0
OpenAlex
W2115337253
Cited by
122
References
62
Citations by year
2026: 3 · 2025: 5 · 2024: 9 · 2023: 5 · 2022: 7 · 2021: 6 · 2020: 8 · 2019: 11 · 2018: 5 · 2017: 9 · 2016: 9 · 2015: 4 · 2014: 13 · 2013: 5 · 2012: 11
FWCI
5.33
Type
journal article
Language
en
Open access
closed
Licence
www.springer.com/tdm (tdm)
Locations
  • Journal of Youth and Adolescence (publishedVersion)
  • PubMed (publishedVersion)
Topics
  • Social Sciences › Education › Mentoring and Academic Development
  • Social Sciences › Psychology › Developmental and Educational Psychology › Youth Development and Social Support
  • Social Sciences › Psychology › Developmental and Educational Psychology › Psychosocial Factors Impacting Youth
Keywords
mentoring relationships, relationship quality, closeness, dependency, unrealistic expectations, social adaptation, academic adjustment, perceived academic competence, social support, well-being, mother-child relationship, school-based mentoring
MeSH terms
Achievement, Adaptation, Psychological, Adolescent, Adult, Child, Female, Humans, Interpersonal Relations, Male, Mentors, Object Attachment, Personal Satisfaction, Surveys and Questionnaires, Social Adjustment, Social Perception, Social Support, Teaching, Young Adult

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