Mentoring and Prevention Science

Cavell, Timothy A.; Elledge, L. Christian

doi:10.4135/9781412996907.n3

Cited by 45 publications

(51 citation statements)

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“…We thus posit that this relationship is the “active ingredient” of this mentoring in the school setting. This conclusion is very much in line with much of the theoretical perspective on mentoring (Ferguson & Snipes, ; Rhodes, ) and suggests that SBM as implemented within program models such as that of BBBSA does not work as a tutoring program or by providing a context for specific training that is beneficial independent of relationship strength or duration, as Cavell and Elledge () suggest can be the case in programs with different structures. We also find that SBM programs that focused more heavily on academic activity had no larger academic effects than those where mentors engaged primarily in social activities.…”

Section: Discussionsupporting

confidence: 69%

“…Cavell and Elledge () challenge the assumption that a close relationship is a precondition for positive youth outcomes in mentoring programs, which they refer to as the “mentoring‐as‐relationship” perspective. They argue that mentoring also may be influential because it provides a context for activities or experiences that serve specific goals, such as the development of improved academic skills.…”

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confidence: 99%

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Using Volunteer Mentors to Improve the Academic Outcomes of Underserved Students: The Role of Relationships

Bayer

Grossman

DuBois

2015

Journal Community Psychology

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Schools can benefit from understanding how to use community volunteers to achieve academic goals. A randomized control evaluation, involving 1,139 students from 71 schools, of the school‐based mentoring program of Big Brothers Big Sisters of America found modest but statistically significant improvements in the teacher‐rated academic performance and self‐reported scholastic efficacy of mentored students. The present study explores the causal mechanism behind these effects. We find that a close relationship between mentor and protégé appears key to better academic outcomes. Because relationship closeness is not randomly assigned, we use two‐stage least squares and other methods to control for potential selection bias. The role of emotional closeness as a mediator of program effects is evident across mentoring relationships of various lengths and statuses. Students were more likely to feel close to their mentors in programs that included weekly meetings and opportunities for mentor–protégé pairs to interact outside of a large‐group setting.

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Section: Discussionsupporting

confidence: 69%

mentioning

confidence: 99%

Using Volunteer Mentors to Improve the Academic Outcomes of Underserved Students: The Role of Relationships

Bayer

Grossman

DuBois

2015

Journal Community Psychology

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“…Participating programs indicated that they considered the mentoring aspects of their programs as a key component of the program's operations. This approach is consistent with recent discussions about the key attributes that constitute a mentoring relationship (Cavell & Elledge, ).…”

Section: Methodssupporting

confidence: 88%

A Cross-Lagged Model of the Development of Mentor-Mentee Relationships and Intentional Self-Regulation in Adolescence

Bowers

Jun

Tirrell

et al. 2015

J. Community Psychol.

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Intentional self‐regulatory, or goal‐directed, skills are essential for positive social relationships, success, and well‐being during adolescence. Prior theory has suggested that mentoring relationships may provide a key resource for building these skills. However, there is little direct evidence linking mentoring relationships to growth in youth intentional self‐regulation (ISR). Accordingly, we examined the bidirectional relations between mentor–mentee relationship and ISR using data from 415 mentor–mentee dyads from programs around the United States. The 415 youth (48% female) ranged in age from 10.14 to 20.65 and were ethnically and socioeconomically diverse. The 114 mentors (58.8% female; 64% Caucasian) were, on average, 33.6 years of age. Results from cross‐lagged structural equation modeling indicated that a latent factor of mentor–mentee relationship predicted growth in a latent factor of youth ISR. These findings support the role of mentors in promoting youth ISR. The implications of these findings for the training of practitioners are discussed.

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“…To illustrate this point, Rhodes () pens the powerful metaphor that a close interpersonal bond is the “active ingredient” of the mentoring relationship (p. 36). Recently, empirical and theoretical work (e.g., Cavell & Elledge, ; McQuillin, Strait, Smith, & Ingram, ) has expanded on the early relational models of mentoring; challenging the field to consider how shorter‐term and more instrumental approaches may also be effective. Despite this, many mentoring programs still rely on relational models of mentoring which place interpersonal bonds at the center of their programming.…”

Section: Literature Reviewmentioning

confidence: 99%

Understanding mutuality: Unpacking relational processes in youth mentoring relationships

Lester

Goodloe

Johnson

et al. 2018

Journal Community Psychology

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Evidence suggests that a close interpersonal bond is important for the success of youth–adult mentoring relationships. Mutuality has been suggested to be important for developing a close interpersonal bond (Rhodes, 2002, 2005), but mutuality remains an abstract construct, difficult to understand and cultivate. Using thematic analysis of mentor and mentee (n = 42) interviews, we investigate how mentoring pairs reflect on mutuality. Results suggest that mutuality is understood as a combination of 2 dimensions: shared relational excitement and experiential empathy. Shared relational excitement is felt when there is a genuine desire by both the mentor and the mentee to invest in the relationship. Experiential empathy is the process through which mentors connect with, advise, and normalize the experiences of their mentees by sharing their own relevant experiences. This work has implications for mentor training, program development, and future research on youth–adult relationships.

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Mentoring and Prevention Science

Cited by 45 publications

References 0 publications

Using Volunteer Mentors to Improve the Academic Outcomes of Underserved Students: The Role of Relationships

Using Volunteer Mentors to Improve the Academic Outcomes of Underserved Students: The Role of Relationships

A Cross-Lagged Model of the Development of Mentor-Mentee Relationships and Intentional Self-Regulation in Adolescence

Understanding mutuality: Unpacking relational processes in youth mentoring relationships

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