Evaluation of an Afterschool Mentorship Program for Self-Efficacy

Abstract

Middle school students in Nova Scotia, Canada, are perceived to have low self-efficacy for achieving learning outcomes. While strong self-efficacy beliefs, developed through effective curricula, have been linked to improved academic performance, there is a need for formal evaluation of such curricula. The purpose of this study was to investigate a 10-week afterschool mentorship curriculum that has never been evaluated. The aim of the curriculum is to strengthen self-efficacy beliefs via relationship building exercises, public speaking training, and character education. Bandura’s theory of self-efficacy, which states that treatment influences can alter the strength of self-efficacy, informed the conceptual framework. Evaluation questions explored apparent changes in the self-efficacy of the students from the perspective of seven adult caregivers and the program’s instructor. Interview data were triangulated with quantitative descriptive statistics on the self-efficacy scores of 10 middle school students before and after program participation using the Children’s Hope Scale. Comparison of pre- and posttest scores did not show remarkable differences in self-efficacy beliefs of the students. However, analysis of interview data revealed that children’s self-efficacy beliefs grew, the largest increase being in those described as reserved at the beginning of the program. This study promotes positive social change through an increased understanding that can inform efforts to increase self-efficacy in middle school students.

The Moderating Effect of Age on Low-Income Students' Relationships With Mentors and Their Self-Efficacy Since COVID-19

“…Self-efficacy might be one of the most important factors to address stresses from the pandemic situation, particularly for students who are greatly exposed to academic pressure and have had reduced opportunities to experience a variety of outdoor activities due to school closures (33). Mentorship programs have proven to help individuals to develop self-efficacy and to psychologically empower students (6)(7)(8). However, previous studies have mainly just addressed the relationship between participation in a mentorship program itself and self-efficacy or mental health (6,7,9,12).…”

“…Mentorship programs have proven to help individuals to develop self-efficacy and to psychologically empower students (6)(7)(8). However, previous studies have mainly just addressed the relationship between participation in a mentorship program itself and self-efficacy or mental health (6,7,9,12). Quality of mentorship is partially determined by the relationship between mentee and mentor, as the effects of mentorship are partially derived from warm feedback and advice from mentors.…”

“…A few studies have examined the relationship between mentoring and mentees' self-efficacy among adolescents, college students and graduate students (5)(6)(7). In a sample of middle school students who participated in a 10-week after-school mentorship program, quantitative analyses did not show large changes in students' self-efficacy, but in qualitative interviews, the students expressed that they did feel greater self-efficacy than before the program (7). Additionally, among American Indian college students who participated in a paid mentorship program for 8 sessions, participants did report higher self-efficacy after participation than before (5).…”

“…This study focuses on the quality of the relationship between mentees and mentors in a mentorship program rather than the quality of the mentorship program itself. Given that a good relationship with mentors can be helpful to develop self-efficacy in adolescence (7), the current study explores an association between the quality of students' relationship with mentors and self-efficacy among low-income students since COVID-19. In addition, age may influence the association as younger students (i.e., middle school students) are more open to others' advice and feedback compared to older students (i.e., high school students) who have their own thoughts and may be developing independence and an increased reliance on peers (25).…”

“…Overall, self-efficacy beliefs rise from adolescence into adulthood, but self-efficacy beliefs may decrease before again rising in adolescence, making it an important time to bolster adolescents' self-efficacy (4). One intervention that may help to bolster selfefficacy among adolescents are mentorship programs (5)(6)(7), where adolescents are paired with a trained mentor who supports the adolescent socially or academically, for example. Quality of the mentor-mentee relationship may affect adolescents' mentorship-related outcomes (6); however, some studies only examine adolescents' participation in a mentorship program, without examining perceived quality or effectiveness.…”