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The current study aimed to examine whether migrant children ' s relationship quality with mentors could make unique contributions in predicting their mental health and career effi cacy, above and beyond the prediction from their relationship quality with parents. Based on social cognitive theory, it was also proposed that migrant children ' s self-effi cacy beliefs may mediate the positive effects of mentoring relationship quality on career effi cacy and mental health. A survey study was conducted among Chinese migrant children (n = 114) who joined a mentorship program in Beijing, China. The results showed that after controlling for the effects of parent relationship quality, mentoring relationship quality made a unique contribution in predicting migrant children ' s career effi cacy and mental health. In addition, path analysis revealed that the positive effects of mentoring relationship quality were fully mediated by children ' s self-effi cacy beliefs. These results revealed the importance of a mentor-mentee relationship in migrant children ' personal growth and provided preliminary evidence on the mechanisms underlying this process.

Background: Adjustment of rural-to-urban migration in China is a challenge to mobile children and after-school activities can be an important resource to children ' s development of social support and resilience. Objective: This study compared levels of social support and resilience of children with different migration status and school type. The infl uence of after-school activities on social support and resilience was examined simultaneously with the effect of school type. Study group: A sample of 925 junior secondary 1 -3 students from three Beijing and one Shanghai middle schools. Methods: A cross-sectional survey design was adopted, using a self-administered questionnaire covering areas of gender, age, school type, migration status, after-school activities participation, and psychosocial measures on resilience and social support. Results: One-way ANOVA showed that levels of social support and resilience were lower in mobile children and children studying in migrant schools. Multiple regression analyses identifi ed several multivariately adjusted predictors of social support and resilience, including positive predictors of talking to parents and homework/studying and a negative predictor of electronic/online games. The grouping by activity interaction identifi ed also suggested differential effects of activities on resilience and social support in the children. Conclusions: After school education programs for mobile children are crucial to their positive adjustment in order to produce better development outcomes for urban living. Programmatic activities for mobile children should promote interaction with parents and studying, and prevent or minimize the opportunity to play electronic/online games.