Improving understanding of how mentoring works: Measuring multiple intervention processes.
Improving understanding of how mentoring works: Measuring multiple intervention processes.
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提高对指导工作方式的理解：衡量多种干预过程。
DOI：
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发表时间：
2020
影响因子：
2.3
通讯作者：
D. DuBois
中科院分区：
文献类型：
--
作者：
P. Tolan;Heather L. McDaniel;Malachi A. Richardson;Nora Arkin;Julia M. Augenstern;D. DuBois
我们的目标是开发和测试的维度和有效性的一个新的措施，五个辅导干预过程从重点在以前的辅导工作，可能是影响的基础：识别与导师，社会和情感支持，教学和教育，宣传，和共享的时间和活动。价值的部分验证来自对指导的荟萃分析中的适度角色（Tolan，亨利，Lovegrove，Schoeny和Nichols，2014年。J. Exp.犯罪分子，10，179-201）。740名导师和302名学员（平均年龄= 16.59岁）完成的候选项目收集的数据进行了验证性因素分析的基础上的五个理论维度。来自最佳拟合的解决方案的规模进行了检查，收敛有效性的指导关系质量的其他指标。一个双因素模型与五个特定的因素支持成人导师的报告，而一个简化的单因素模型适合青年报告。衍生量表得分和有效性指标的指导关系质量之间的相关性与预期一致。在成人导师报告中可以确定包括辅导在内的多种活动，但在青年报告中则不然。该量表为测试指导过程中重点的变化如何影响影响效果和帮助指导培训重点提供了一个有希望的基础。
The objective is to develop and test dimensionality and validity of a new measure of five mentoring intervention processes drawn from emphases across prior mentoring efforts that might be the basis for effects: identification with the mentor, social and emotional support, teaching and education, and advocacy, and shared time and activity. Partial validation of value was drawn from moderation role in a meta-analysis of mentoring (Tolan, Henry, Lovegrove, Schoeny, & Nichols, 2014. J. Exp. Criminol., 10, 179-201). Data collected of candidate items completed by 740 mentors and 302 mentees (mean age = 16.59 years) were subjected to confirmatory factor analyses based on the five theorized dimensions. Scales derived from best-fitting solutions were examined for convergent validity in relation to other indicators of mentoring relationship qualities. A bifactor model with five specific factors was supported for adult mentor reports while a simplified single factor model fit youth reports. Correlations between derived scale scores and validity indicators of mentoring relationship qualities were consistent with expectations. Multiple activities that comprise mentoring can be identified in adult mentor reports but not youth reports. This scale provides a promising basis for testing how variation in emphasis during mentoring affects impact and help guide training emphases.
课外活动与低收入城市儿童的发展：纵向研究。
DOI：
10.1037//0012-1649.35.3.868
发表时间：
1999
期刊：
Developmental psychology.
影响因子：
--
作者：
Posner,JK;Vandell,DL
通讯作者：
Vandell,DL