Mentor Response to Youth Academic Support–Seeking Behavior: Does Attunement Matter?
Open accessAbstract
Mentoring-based interventions for adolescent offenders are promising strategies for reducing the likelihood of academic underachievement, truancy, and school dropout. Program effectiveness, however, varies widely. Investigation into factors that strengthen the impact of mentoring on academic-related outcomes is warranted. One factor might be academic attunement, or the degree to which a mentor’s emphasis on academics is consistent with youth’s academic support–seeking behavior and desire for academic help. This within-group study examined the relationship between mentor attunement and academic outcomes among youth ( N = 204; ages 11-18; 54.5% male) who participated in a time-limited mentoring program. Latent profile analysis identified three distinct groups: attuned mentors, overfocused mentors, and underfocused mentors. In general, youth with attuned mentors reported better postintervention scores as compared with youth with misattuned (i.e., overfocused or underfocused) mentors on perception of school usefulness and importance, academic self-efficacy, and truancy, but not grade point average. Findings suggest the importance of monitoring academic attunement.
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Mentees with attuned mentors who participated in a 12-week time-limited mentoring program reported greater value for school, academic self-efficacy, and truancy, as compared with mentees with poorly attuned mentors.
“Mentees with attuned mentors (i.e., exhibiting an ongoing capacity to identify and flexibly meet mentees’ needs; [62], who participated in a 12-week time-limited mentoring program, reported greater value for school, academic self-efficacy, and truancy, as compared with mentees with poorly attuned mentors [63].”
From Unpacking Community-Based Youth Mentoring Relationships: An Integrative Review (2021) · cites this paper as [63]
The Method > Intervention section describes a 12-week program. The Results section reports that mentees with attuned mentors rated school as more useful and important than both misattuned groups, but had higher academic self-efficacy and lower—not greater—truancy only compared with the over-focused group. (LLM, conf=0.90)
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References 33 · Cited by 17
Research works printed but not linked: 2
- Muthén LK and Muthén BO (1998-2012). Mplus User’s Guide. Seventh Edition. Los Angeles, CA: Muthén & Muthén,
- Weiler LM, Zimmerman T, Haddock S, & Krafchick J (2014). Understanding the experience of mentor families in therapeutic youth mentoring. Journal of Community Psychology, 42, 80– 98. doi: 10.1002/jcop.2159 · DOI
- Authors
- Weiler, L. M., Chesmore, A. A., Pryce, J., Haddock, S. A., & Rhodes, T.
- Affiliations
- University of Minnesota (US)
- Loyola University Chicago (US)
- Colorado State University (US)
- University of Denver (US)
- Corresponding author
- Weiler, Lindsey M.
- Venue
- Youth & Society
- Publisher
- SAGE Publications
- Published
- 2017-03-26
- Volume
- 51
- Issue
- 4
- Pages
- 548-569
- ISSN
- 0044-118X (ISSN-L)
- 1552-8499
- PMC
- PMC7009788
- OpenAlex
- W2598922125
- Cited by
- 17
- References
- 33
- Citations by year
- 2026: 3 · 2025: 1 · 2024: 1 · 2023: 3 · 2022: 2 · 2021: 3 · 2020: 3 · 2018: 1
- FWCI
- 1.57
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Locations
- Youth & Society (publishedVersion)
- PubMed (publishedVersion)
- PubMed Central (acceptedVersion)
- Digital Commons - DU (University of Denver) (submittedVersion)
- Funders
- Corporation for National and Community Service (CNCS 09LHWCO001)
- National Institute on Drug Abuse (F31DA034416)
- Topics
- Social Sciences › Psychology › Social Psychology › Mentoring and Academic Development
- Social Sciences › Sociology and Political Science › Crime Patterns and Interventions
- Social Sciences › Safety Research › Youth Development and Social Support
- Keywords
- mentoring, juvenile offenders, mentoring program effectiveness, academic self-efficacy, truancy, school dropout, academic underachievement
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