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Improving understanding of how mentoring works: Measuring multiple intervention processes
Author(s) -
Tolan Patrick H.,
McDaniel Heather L.,
Richardson Malachi,
Arkin Nora,
Augenstern Julia,
DuBois David L.
Publication year - 2020
Publication title -
journal of community psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.585
H-Index - 86
eISSN - 1520-6629
pISSN - 0090-4392
DOI - 10.1002/jcop.22408
Subject(s) - psychology , moderation , scale (ratio) , confirmatory factor analysis , intervention (counseling) , test (biology) , applied psychology , social psychology , developmental psychology , clinical psychology , structural equation modeling , statistics , paleontology , physics , mathematics , quantum mechanics , psychiatry , biology
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.