Natural mentoring under the microscope: an investigation of mentoring relationships and latino adolescents' academic performance
Natural mentoring under the microscope: an investigation of mentoring relationships and latino adolescents' academic performance
复制标题
显微镜下的自然指导：指导关系和拉丁裔青少年学业表现的调查
DOI：
10.1002/jcop.20250
复制
发表时间：
2008
影响因子：
2.3
通讯作者：
Yarí Colón
中科院分区：
文献类型：
--
作者：
Bernadette Sánchez;Patricia Esparza;Yarí Colón
目前的研究考察了自然的指导关系在城市、不同种族的拉丁裔高中生学习成绩中的作用。参与者报告了他们一生中最多有三位导师，并被问及他们导师的人口统计特征和他们的导师关系的特征。导师的存在与更少的缺席、更高的教育期望以及对成功和学校归属感的更大期望有关。此外，报告的导师数量预示着缺勤人数减少，教育期望更高，学校归属感更强。导师的教育程度、接触频率、关系持续时间和导师提供的总支持形式与参与者的学业成绩有关。导师类型也对年轻人的学业成绩产生了影响。对未来的辅导研究和项目的意义进行了讨论。©2008威利期刊公司。
The current study examined the role of natural mentoring relationships in the academic performance of urban, diverse, Latino high school students. Participants reported up to three mentors in their lives, and they were asked about their mentors' demographic characteristics and the characteristics of their mentoring relationships. The presence of a mentor was associated with fewer absences, higher educational expectations, and greater expectancies for success and sense of school belonging. Further, the number of reported mentors predicted fewer absences, higher educational expectations and a greater sense of school belonging. Mentors' educational level, frequency of contact, relationship duration, and total form of support provided by mentors were related to participants' academic outcomes. Mentor type also made a difference in youth's academic outcomes. Implications for future mentoring research and programs are discussed. © 2008 Wiley Periodicals, Inc.