File Download

There are no files associated with this item.

  Links for fulltext
     (May Require Subscription)
Supplementary

Article: The Test of Time in School-Based Mentoring: The Role of Relationship Duration and Re-Matching on Academic Outcomes

TitleThe Test of Time in School-Based Mentoring: The Role of Relationship Duration and Re-Matching on Academic Outcomes
Authors
Issue Date2012
PublisherSpringer New York LLC. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=0091-0562
Citation
American Journal Of Community Psychology, 2012, v. 49 n. 1-2, p. 43-54 How to Cite?
AbstractThe influence of match length and re-matching on the effectiveness of school-based mentoring was studied in the context of a national, randomized study of 1,139 youth in Big Brothers Big Sisters programs. The sample included youth in grades four through nine from diverse racial and ethnic backgrounds. At the end of the year, youth in intact relationships showed significant academic improvement, while youth in matches that terminated prematurely showed no impact. Those who were re-matched after terminations showed negative impacts. Youth, mentor, and program characteristics associated with having an intact match were examined. Youth with high levels of baseline stress and those matched with college student mentors were likely to be in matches that terminated prematurely, while rejection-sensitive youth and mentors who had previous mentoring experience were more likely to be in intact relationships. Implications for research and practice are discussed. © 2011 Society for Community Research and Action.
Persistent Identifierhttp://hdl.handle.net/10722/161396
ISSN
2015 Impact Factor: 2.068
2015 SCImago Journal Rankings: 1.237
ISI Accession Number ID
References

 

DC FieldValueLanguage
dc.contributor.authorGrossman, JBen_US
dc.contributor.authorChan, CSen_US
dc.contributor.authorSchwartz, SEOen_US
dc.contributor.authorRhodes, JEen_US
dc.date.accessioned2012-08-24T08:31:06Z-
dc.date.available2012-08-24T08:31:06Z-
dc.date.issued2012en_US
dc.identifier.citationAmerican Journal Of Community Psychology, 2012, v. 49 n. 1-2, p. 43-54en_US
dc.identifier.issn0091-0562en_US
dc.identifier.urihttp://hdl.handle.net/10722/161396-
dc.description.abstractThe influence of match length and re-matching on the effectiveness of school-based mentoring was studied in the context of a national, randomized study of 1,139 youth in Big Brothers Big Sisters programs. The sample included youth in grades four through nine from diverse racial and ethnic backgrounds. At the end of the year, youth in intact relationships showed significant academic improvement, while youth in matches that terminated prematurely showed no impact. Those who were re-matched after terminations showed negative impacts. Youth, mentor, and program characteristics associated with having an intact match were examined. Youth with high levels of baseline stress and those matched with college student mentors were likely to be in matches that terminated prematurely, while rejection-sensitive youth and mentors who had previous mentoring experience were more likely to be in intact relationships. Implications for research and practice are discussed. © 2011 Society for Community Research and Action.en_US
dc.languageengen_US
dc.publisherSpringer New York LLC. The Journal's web site is located at http://springerlink.metapress.com/openurl.asp?genre=journal&issn=0091-0562en_US
dc.relation.ispartofAmerican Journal of Community Psychologyen_US
dc.subject.meshAchievementen_US
dc.subject.meshAdolescenten_US
dc.subject.meshAdulten_US
dc.subject.meshCase-Control Studiesen_US
dc.subject.meshChilden_US
dc.subject.meshEducational Statusen_US
dc.subject.meshFemaleen_US
dc.subject.meshHumansen_US
dc.subject.meshInterpersonal Relationsen_US
dc.subject.meshMaleen_US
dc.subject.meshMentors - Psychologyen_US
dc.subject.meshStudents - Psychologyen_US
dc.subject.meshTime Factorsen_US
dc.titleThe Test of Time in School-Based Mentoring: The Role of Relationship Duration and Re-Matching on Academic Outcomesen_US
dc.typeArticleen_US
dc.identifier.emailChan, CS:shaunlyn@hku.hken_US
dc.identifier.authorityChan, CS=rp01645en_US
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.doi10.1007/s10464-011-9435-0en_US
dc.identifier.pmid21626084en_US
dc.identifier.scopuseid_2-s2.0-84856634174en_US
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-84856634174&selection=ref&src=s&origin=recordpageen_US
dc.identifier.volume49en_US
dc.identifier.issue1-2en_US
dc.identifier.spage43en_US
dc.identifier.epage54en_US
dc.identifier.eissn1573-2770-
dc.identifier.isiWOS:000300280200004-
dc.publisher.placeUnited Statesen_US
dc.identifier.scopusauthoridGrossman, JB=7202410173en_US
dc.identifier.scopusauthoridChan, CS=25645984800en_US
dc.identifier.scopusauthoridSchwartz, SEO=37071086900en_US
dc.identifier.scopusauthoridRhodes, JE=7402364800en_US
dc.identifier.citeulike9144485-

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats