Date: 02 Oct 2008
The Quality of Mentoring Relationships and Mentoring Success
Rent the article at a discountRent now
* Final gross prices may vary according to local VAT.Get Access
The quality of the relationships that mentors forge with their protégés is assumed to significantly affect the success of mentoring interventions. Building on previous research, this study examined the association between relationship qualities and protégé functioning. Multiple reporters (e.g., mentors, protégés and teachers) were used in a prospective research design spanning eight months in Israel’s largest mentoring program—Perach. The sample consisted of 84 protégés ranging in age from 8 to 13 years (M = 10.75). Qualities in the mentoring relationship such as closeness, dependency and unrealistic expectations for the continuation and deepening of the relationship, beyond the planned period, were positively associated with the children’s social and academic adjustment, and contributed to perceived academic competence, social support and wellbeing. Generalization of positive mentoring experiences to other relationships (such as the mother–child relationship) and the role of unrealistic expectations and dependency as key elements are considered. Implications of the findings for research and mentoring intervention are discussed.
Bereiter, C. (1963). Some persisting dilemmas in the measurement of change. In C. Harris (Ed.), Problems in measuring change (pp. 3–20). Madison: University of Wisconsin Press.
DuBois, D. L., & Neville, H. A. (1997). Youth mentoring: Investigation of relationship characteristics and perceived benefits. Journal of Community Psychology, 25, 227–234. doi:10.1002/(SICI)1520-6629(199705)25:3<227::AID-JCOP1>3.0.CO;2-T.CrossRef
Eby, L. T., Allen, T. D., Evans, S. C., Ng, T., & DuBois, D. L. Does mentoring matter? A multidisciplinary meta-analysis comparing mentored and non-mentored individuals. Journal of Vocational Behavior (in press).
Eisenberg, T., Fresko, B., & Carmeli, M. (1983). A follow-up study of disadvantaged children two years after being tutored. The Journal of Educational Research, 76, 302–306.
Fournier, M., de Ridder, D., & Bensing, J. (2002). Optimism and adaptation to chronic disease: The role of optimism in relation to self-care options of type 1 diabetes mellitus, rheumatoid arthritis and multiple sclerosis. British Journal of Health Psychology, 7, 409–432. doi:10.1348/135910702320645390.PubMedCrossRef
Hisherik, M. (2004). Perach: The rational, its scope, operation, and contribution to the pupils and mentors. Unpublished report for internal use (in Hebrew). Beit-Berl, Kfar Saba, Israel: Beit-Berl College—The Unit for Research and Evaluation in Teaching and Education.
Fresko, B., & Eisenberg, T. (1985). The effect of two years of tutoring on mathematics and reading achievement. Journal of Experimental Education, 53, 193–201.
Harold, G. T., & Conger, R. D. (1997). Marital conflict and adolescent distress: The role of adolescent awareness. Child Development, 68, 333–350.PubMed
Hightower, A. D., Work, W. C., Cowen, E. L., Lotyczewski, B. S., Spinell, A. P., Guare, J. C., et al. (1986). The Teacher–Child Rating Scale: A brief objective measure of elementary children’s school problem behavior and competencies. School Psychology Review, 15, 393–409.
Levi-Shiff, R., Vakil, E., Dimistrovsky, L., Abramovitz, M., Shahar, N., & Har-Even, D. (1998). Medical, cognitive, emotional, and behavioral outcomes in school age children conceived by in vitro fertilization. Journal of Clinical Child Psychology, 27, 320–329. doi:10.1207/s15374424jccp2703_8.CrossRef
Lynch, M., & Cicchetti, D. (1991). Patterns of relatedness in maltreated and nonmaltreated children: Connections among multiple representational models. Development and Psychopathology, 3, 207–226.CrossRef
Lynch, M., & Cicchetti, D. (1992). Maltreated children’s reports of relatedness to their teachers. In R. C. Pianta (Ed.), Beyond the parent: The role of other adults in children lives (pp. 81–107). San Francisco: Jossey Bass.
Mayseless, O. (1998). Growing up in Israel: Attitudes and values of Israeli youth in the last decade. Educational Counseling, 7, 87–102. in Hebrew.
Mayseless, O., & Salomon, G. (2003). Dialectic contradictions in the experiences of Israeli Jewish adolescents: Efficacy and stress, closeness and friction, and conformity and non-compliance. In F. Pajares & T. Urdan (Eds.), Adolescence and education, vol.III: International perspectives on adolescence (pp. 149–171). Greenwich, CT: Information Age Publishing.
McAuley, M. J. (2003). Transference, countertransference and mentoring: The ghost in the process. British Journal of Guidance & Counselling, 31, 12–23. doi:10.1080/0306988031000086134.
Miller, A. (2002). Mentoring students and young people: A handbook of effective practice. London: Routledge.
Nakkula, M. J., & Harris, J. T. (2005). Assessment of mentoring relationships. In D. L. DuBois & M. J. Karcher (Eds.), The handbook of youth mentoring (pp. 100–117). California: Sage Publications.
Pianta, R. C., & Steinberg, M. S. (1992). Teacher–child relationships and process of adjusting to school. In R. C. Pianta (Ed.), Beyond the parent: The role of other adults in children lives (pp. 61–79). San Francisco: Jossey Bass.
Pianta, R. C., Steinberg, M. S., & Rollins, K. B. (1995). The first two years of school: Teacher–child relationships and deflections in children’s classroom adjustment. Development and Psychopathology, 7, 295–312.CrossRef
Rhodes, J. E. (2002). Stand by me: The risks and rewards of mentoring today’s youth. Cambridge, MA: Harvard University Press.
Rhodes, J. E., Contreras, J. M., & Mangelsdorf, S. C. (1994). Natural mentor relationships among Latina adolescent mothers: Psychological adjustment, moderating process, and the role of early parental acceptance. American Journal of Community Psychology, 22, 211–227. doi:10.1007/BF02506863.PubMedCrossRef
Rhodes, J. E., & DuBois, D. L. (2006). Understanding and facilitating the youth mentoring movement. Social Policy Report, 20, 3–20.
Schwartz, S. H. (1994). Beyond individualism/collectivism: New cultural dimensions of values. In U. Kim, et al. (Eds.), Individualism and collectivism. Thousand Oaks, CA: Sage.
Smilansky, S., & Shfatia, L. (1974). A research of the inventory to assess children in kindergarten and its validation refers to achievements in first and second grades (in Hebrew). Jerusalem: R. Bresler Educational Research Center.
Weiss, R. (1974). The provisions of social relationships. In Z. Rubin (Ed.), Doing unto others. Joining, modeling, conforming, helping, loving (pp. 17–26). Englewood Cliffs, NJ: Prentice-Hall.
- The Quality of Mentoring Relationships and Mentoring Success
Journal of Youth and Adolescence
Volume 38, Issue 10 , pp 1339-1350
- Cover Date
- Print ISSN
- Online ISSN
- Springer US
- Additional Links
- Mentoring relationship
- Unrealistic expectations