The Impact of School-Based Mentoring on Youths With Different Relational Profiles

  • Schwartz S
  • Rhodes J
  • Chan C
 et al. 
  • 93

    Readers

    Mendeley users who have this article in their library.
  • 42

    Citations

    Citations of this article.

Abstract

Associations between youths’ relationship profiles and mentoring outcomes were explored in the context of a national, randomized study of 1,139 youths (54% female) in geographically diverse Big Brothers Big Sisters school-based mentoring programs. The sample included youths in Grades 4–9 from diverse racial and ethnic backgrounds, the majority of whom were receiving free or reduced-price lunch. Latent profile analysis, a person-oriented approach, was used to identify 3 distinct relational profiles. Mentoring was found to have differential effects depending on youths’ preintervention approach to relationships. In particular, youths who, at baseline, had satisfactory, but not particularly strong, relationships benefited more from mentoring than did youths with profiles characterized by either strongly positive or negative relationships. Implications for research and practice are discussed.

Author-supplied keywords

  • Latent profile analysis
  • Parent relationships
  • Teacher relationships
  • Youth mentoring

Get free article suggestions today

Mendeley saves you time finding and organizing research

Sign up here
Already have an account ?Sign in

Find this document

Authors

Cite this document

Choose a citation style from the tabs below

Save time finding and organizing research with Mendeley

Sign up for free