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Cited by 79Mentoring and Academic DevelopmentCareer Development and DiversityYouth Development and Social Support

The Role of Mentor Type and Timing in Predicting Educational Attainment

Fruiht, Veronica M., Wray-Lake, Laura·2013·Journal of Youth and Adolescence
DOI 10.1007/s10964-012-9817-0
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Abstract

Having an adult mentor during adolescence has been found to predict academic success. Building on previous work, the present study examined interactions between the type of mentor (i.e., kin, teacher, friend, or community), the time that mentor became important (i.e., before, during, or after high school), and the ethnicity of the protégé in predicting educational attainment in young adulthood. Analyses used Waves III and IV of the National Longitudinal Study of Adolescent Health (N = 2,409). Participants' ages ranged from 18 to 27 (M = 21.75, SD = 1.79). The sample was 56.7 % female and nationally representative of ethnic diversity. Analyses showed that having a teacher-mentor was more predictive of educational attainment than having other types of mentors and that overall, having a mentor after high school predicts the most educational attainment. Kin- and community-mentors appeared to be more important to educational attainment during and before high school, respectively. Findings were consistent across ethnic groups. Overall, results highlight the value of teacher-mentors throughout childhood, adolescence, and early adulthood and our study further suggests that different types of mentors may be particularly useful at specific points in development.

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  • Kin members serve as mentors more often for younger adolescents, whereas non-kin mentors and mentors with a helping profession background often develop during middle and secondary school years.

    “Family (kin) members serve as mentors more often for younger adolescents, whereas mentoring relationships with non‐familial (non‐kin) mentors and mentors with a helping profession background (e.g., teacher, guidance counselor, therapist) often develop during the middle and secondary school years (Fruiht & Wray‐Lake, 2013).”

    From Does Natural Mentoring Matter? A Multilevel Meta‐analysis on the Association Between Natural Mentoring and Youth Outcomes (2018) · cites this paper as Fruiht & Wray‐Lake, 2013

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Authors
Fruiht, V. M., & Wray-Lake, L.
Affiliations
Claremont Graduate University (US)
Corresponding author
Fruiht, Veronica M.
ORCID
Fruiht, Veronica M.
Venue
Journal of Youth and Adolescence
Publisher
Springer Science and Business Media LLC
Published
2012-09-05
Volume
42
Issue
9
Pages
1459-1472
ISSN
  • 0047-2891 (ISSN-L)
  • 1573-6601
DOI
10.1007/s10964-012-9817-0
OpenAlex
W2068772661
Cited by
78
References
54
Citations by year
2026: 3 · 2025: 1 · 2024: 1 · 2023: 9 · 2022: 2 · 2021: 11 · 2020: 6 · 2019: 8 · 2018: 10 · 2017: 13 · 2016: 3 · 2015: 7 · 2014: 3 · 2013: 1
FWCI
5.31
Type
journal article
Language
en
Open access
closed
Licence
www.springer.com/tdm (tdm)
Locations
  • Journal of Youth and Adolescence (publishedVersion)
  • PubMed (publishedVersion)
Funders
  • Pennsylvania State University
  • Claremont Graduate University
  • National Institutes of Health
  • University of North Carolina at Chapel Hill
  • Eunice Kennedy Shriver National Institute of Child Health and Human Development (P01- HD31921, P01HD031921)
Topics
  • Social Sciences › Psychology › Social Psychology › Mentoring and Academic Development
  • Social Sciences › Safety Research › Career Development and Diversity
  • Social Sciences › Safety Research › Youth Development and Social Support
Keywords
adult mentoring, educational attainment, cooperating teachers, adolescence, early adulthood, ethnicity, Add Health
MeSH terms
Achievement, Adolescent, Adolescent Behavior, Psychology, Adolescent, Adult, Age Factors, Educational Status, Faculty, Family, Female, Humans, Interviews as Topic, Longitudinal Studies, Male, Mentors, Models, Psychological, Psychological Theory, Role, Schools, Students, United States, Models, Statistical, Friends, Young Adult, Self Report

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