Mentees’ Perceptions of Their Interpersonal Relationships: The Role of the Mentor—Youth Bond

Renick Thomson, Nicole; Zand, Debra H.

doi:10.1177/0044118x09334806

Cited by 100Mentoring and Academic DevelopmentYouth Development and Social SupportCareer Development and Diversity

Mentees’ Perceptions of Their Interpersonal Relationships: The Role of the Mentor—Youth Bond

Renick Thomson, Nicole, Zand, Debra H.·2010·Youth & Society

DOI 10.1177/0044118x09334806

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Abstract

Outcome studies of mentoring programs have demonstrated that they hold considerable promise in promoting competence across multiple developmental domains. A theoretical model of mentoring identified modification of youths’ perceptions of their interpersonal relationships as a contributor to positive outcomes. To date, however, there has not been a direct examination of the role of the mentor—youth bond in this process. The present study examines whether the quality of the mentoring relationship uniquely predicts other relationship-based outcomes at two time points. Regression analyses indicated that the quality of the mentor—youth bond significantly predicted youths’ scores in most relationship-based outcomes (i.e., friendship with and self-disclosure to adults) at 8 and 16 months. Study implications and directions for future research are discussed.

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A critical limitation of some studies is that few included control groups or used reports from the same informant on the quality of the relationship or the level of functioning, thus possibly creating shared method variance.
“Nevertheless, a critical limitation of some of these studies is that few included control groups or used reports from the same informant (usually the mentees) on the quality of the relationship or the level of functioning, thus possibly creating shared method variance (e.g., [52,53,54,61,64]).”
From Unpacking Community-Based Youth Mentoring Relationships: An Integrative Review (2021) · cites this paper as [53]
Findings from various American programs have indicated that mid-to late-elementary school-aged children and younger adolescents reported closer relationships with their mentors and tended to have more enduring matches than older adolescents.
“Findings from various American programs have indicated that mid-to late-elementary school-aged children and younger adolescents reported closer relationships with their mentors and tended to have more enduring matches than those characterizing older adolescents [33,53,113].”
From Unpacking Community-Based Youth Mentoring Relationships: An Integrative Review (2021) · cites this paper as [53]

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Authors: Renick Thomson, N., & Zand, D. H.
Affiliations: Missouri Institute of Mental Health, St. Louis
Missouri Institute of Mental Health (US)
ORCID: Zand, Debra H.
Venue: Youth & Society
Publisher: SAGE Publications
Published: 2009-05-08
Volume: 41
Issue: 3
Pages: 434-445
ISSN: 0044-118X (ISSN-L)
1552-8499
DOI: 10.1177/0044118x09334806
OpenAlex: W2082899296
Cited by: 99
References: 16
Citations by year: 2026: 2 · 2025: 3 · 2024: 4 · 2023: 3 · 2022: 4 · 2021: 8 · 2020: 12 · 2019: 7 · 2018: 6 · 2017: 7 · 2016: 7 · 2015: 5 · 2014: 10 · 2013: 4 · 2012: 11
FWCI: 7.40
Type: journal article
Language: en
Open access: closed
Licence: journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations: Youth & Society (publishedVersion)
Topics: Social Sciences › Psychology › Social Psychology › Mentoring and Academic Development
Social Sciences › Safety Research › Youth Development and Social Support
Social Sciences › Safety Research › Career Development and Diversity
Keywords: mentoring programs, relationship quality, youth perspectives, friendship, interpersonal relationships, developmental outcomes

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Mentees’ Perceptions of Their Interpersonal Relationships: The Role of the Mentor—Youth Bond

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