The moderating influence of perceived competence in learning on mentored students' school performance
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The SBM program enhanced school attendance.
“enhanced school attendance (Gordon et al., 2013; Simões and Alarcão, 2014)”
From Outcome domains and assessment measures in school-based youth mentoring programs: a systematic review (2026) · cites this paper as Simões and Alarcão, 2014
Among the studies reviewed, significant positive outcomes were observed even with short mentoring durations of 3 to 9 months.
“In contrast, among the studies we reviewed, significant positive outcomes were observed even with short mentoring durations of 3 to 9months (e.g., Green et al., 2021; Simões and Alarcão, 2014; Meltzer et al., 2020).”
From Outcome domains and assessment measures in school-based youth mentoring programs: a systematic review (2026) · cites this paper as Simões and Alarcão, 2014
Cites
How Effective Are Mentoring Programs for Youth? A Systematic Assessment of the Evidence
DuBois, D. L., Portillo, N., Rhodes, J. E., Silverthorn, N., & Valentine, J. C. (2011) · Psychological Science in the Public Interest · doi:10.1177/1529100611414806 · Cited by 889 · cited 13× · see citing works
“Given that SBM is provided to vulnerable students with the intention of compensating for their previous academic deficits/failures (DuBois et al., 2011), our overriding objective is to understand the role of perceived competence in learning (PCL) on mentees' school performance when SBM is delivered…”
BackgroundInfluentialGeneration of allocation sequences in randomised trials: chance, not choice
Schulz, K. F., & Grimes, D. A. (2002) · The Lancet · doi:10.1016/s0140-6736(02)07683-3 · Cited by 774 · see citing works
Gender, ethnicity, development, and risk: Mentoring and the consideration of individual differences
Darling, N., Bogat, G. A., Cavell, T. A., Murphy, S. E., & Sánchez, B. (2006) · Journal of Community Psychology · doi:10.1002/jcop.20128 · Cited by 93 · see citing works
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Tiraieyari, N., & Krauss, S. (2026) · Frontiers in Education · doi:10.3389/feduc.2026.1518053
- Authors
- Simões, F., & Alarcão, M.
- Affiliations
- University of Coimbra (PT)
- Corresponding author
- Simões, Francisco
- Venue
- Learning and Individual Differences
- Publisher
- Elsevier BV
- Published
- 2014-05
- Volume
- 32
- Pages
- 212-218
- ISSN
- 1041-6080 (ISSN-L)
- OpenAlex
- W2027268758
- Cited by
- 8
- References
- 3
- Citations by year
- 2026: 1 · 2025: 1 · 2024: 1 · 2022: 1 · 2020: 2 · 2019: 2
- FWCI
- 0.00
- Type
- journal article
- Language
- en
- Open access
- green
- hdl.handle.net
- Licence
- Locations
- Learning and Individual Differences (publishedVersion)
- Portuguese National Funding Agency for Science, Research and Technology (RCAAP Project by FCT) (submittedVersion, other-oa)
- Portuguese National Funding Agency for Science, Research and Technology (RCAAP Project by FCT) (submittedVersion)
- Topics
- Social Sciences › Psychology › Social Psychology › Mentoring and Academic Development
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
- Social Sciences › Education › School Choice and Performance
- Keywords
- school-based mentoring, academic performance, teacher mentoring, grade point average, unexcused absences, mathematics grades, junior high school students, basic education
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