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The Test of Time in School‐Based Mentoring: The Role of Relationship Duration and Re‐Matching on Academic Outcomes
Author(s) -
Grossman Jean B.,
Chan Christian S.,
Schwartz Sarah E. O.,
Rhodes Jean E.
Publication year - 2012
Publication title -
american journal of community psychology
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.113
H-Index - 112
eISSN - 1573-2770
pISSN - 0091-0562
DOI - 10.1007/s10464-011-9435-0
Subject(s) - matching (statistics) , health psychology , ethnic group , context (archaeology) , psychology , positive youth development , test (biology) , developmental psychology , social psychology , clinical psychology , public health , medicine , sociology , nursing , paleontology , pathology , anthropology , biology
The influence of match length and re‐matching on the effectiveness of school‐based mentoring was studied in the context of a national, randomized study of 1,139 youth in Big Brothers Big Sisters programs. The sample included youth in grades four through nine from diverse racial and ethnic backgrounds. At the end of the year, youth in intact relationships showed significant academic improvement, while youth in matches that terminated prematurely showed no impact. Those who were re‐matched after terminations showed negative impacts. Youth, mentor, and program characteristics associated with having an intact match were examined. Youth with high levels of baseline stress and those matched with college student mentors were likely to be in matches that terminated prematurely, while rejection‐sensitive youth and mentors who had previous mentoring experience were more likely to be in intact relationships. Implications for research and practice are discussed.