Last Modified

• March 21, 2019

Creator

• Askew, Karyl Jacqueline Shand
  • Affiliation: School of Education

Abstract

• This descriptive study uses social cognitive theory to explore factors contributing to efficacy of adult mentors of middle school students in a school-based academic mentoring program. Using structured interviews and survey measures, the study uncovered factors that mentors' perceive as increasing their self-efficacy. Findings suggest that many factors contribute to mentors' efficacy. Among these are mentor-youth relationship duration, formal training, and a network of support. Results support theoretical and empirical research claims put forward to enhance efficacy. This study also contributes to knowledge of relationship quality by documenting criteria that mentors use to judge the success of relationships. Relationship quality criteria include: 1) holistic integration of mentor into student's life, 2) perceptions of growth, 3) perceived mentee investment, 4) closeness of the relationship, and 5) perceptions of mentee satisfaction. Results indicate the reciprocally deterministic nature of mentors, mentees, and environmental factors that influence mentoring relationships. Implications for future research and practice are offered.

Date of publication

• August 2006

DOI

• https://doi.org/10.17615/dr22-7505

Resource type

• Masters Thesis

Rights statement

• In Copyright

Advisor

• Meece, Judith L.

Degree granting institution

• University of North Carolina at Chapel Hill

Language

• English

Access

• Open access

Parents:

This work has no parents.

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	The influence of mentor training and support on academic mentor self-efficacy and relationship quality : from the perspectives of adult volunteer mentors and middle school youth	2019-04-08	Public	Press to Select an action Download