Influence of a supervised mentoring program on the achievement of low-income south Korean students
Abstract
This study examined the effectiveness of a supervised mentoring program designed to improve the academic achievement of 834 low‐income elementary and secondary school students in Seoul, South Korea. When compared to the control group, both elementary and middle school students exposed to the mentoring program improved in mathematic and reading comprehension, with an effect size .29 and .33 respectively. Additionally, the duration of the mentoring relationship affected the achievement of participating students. These findings provide support for mentoring programs as a means to reduce resource inequity in low‐income school districts and, in so doing, contribute to higher levels of achievement.
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The SBM program improved academic achievement.
“It has successfully improved academic achievement (Choi and Lemberger, 2010; Núñez et al., 2013; Wasburn-Moses et al., 2015; Larose et al., 2018; Lyons et al., 2019; Meltzer et al. (2020); McQuillin and McDaniel, 2021; Martins et al., 2024)”
From Outcome domains and assessment measures in school-based youth mentoring programs: a systematic review (2026) · cites this paper as Choi and Lemberger, 2010
Cites
Effectiveness of mentoring programs for youth: A meta-analytic review
DuBois, D. L., Holloway, B. E., Valentine, J. C., & Cooper, H. (2002) · American Journal of Community Psychology · doi:10.1023/a:1014628810714 · Cited by 1,544 · see citing works
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Dietrichson, J., Filges, T., Seerup, J. K., Klokker, R. H., Viinholt, B. C. A., Bøg, M., & Eiberg, M. (2021) · Campbell Systematic Reviews: Better Evidence for a Better World · doi:10.1002/cl2.1152 · Cited by 54 · see citing works
Examining the cultural context of youth mentoring: A systematic review
Farruggia, S. P., Bullen, P., Solomon, F., Collins, E., & Dunphy, A. (2011) · The Journal of Primary Prevention · doi:10.1007/s10935-011-0258-4 · Cited by 25 · see citing works
Tiraieyari, N., & Krauss, S. (2026) · Frontiers in Education · doi:10.3389/feduc.2026.1518053
- Authors
- Choi, S., & Lemberger, M. E.
- Affiliations
- University of New Mexico (US)
- Corresponding author
- Lemberger, Matthew E.
- Venue
- Mentoring & Tutoring: Partnership in Learning
- Publisher
- Informa UK Limited
- Published
- 2010-08
- Volume
- 18
- Issue
- 3
- Pages
- 233-248
- ISSN
- 1361-1267 (ISSN-L)
- 1469-9745
- OpenAlex
- W2069775507
- Cited by
- 12
- References
- 1
- Citations by year
- 2026: 1 · 2025: 1 · 2021: 2 · 2020: 2 · 2019: 1 · 2018: 1 · 2015: 1 · 2012: 1
- FWCI
- 1.31
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- Mentoring & Tutoring Partnership in Learning (publishedVersion)
- Topics
- Social Sciences › Psychology › Social Psychology › Mentoring and Academic Development
- Social Sciences › Safety Research › Youth Development and Social Support
- Social Sciences › Education › School Choice and Performance
- Keywords
- low-income students, academic performance, elementary school students, high school students, mathematics achievement, reading comprehension, resource inequity, South Korea
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