Predictors of mentoring relationship quality: Investigation from the perspectives of youth and parent participants in Big Brothers Big Sisters of Canada one‐to‐one mentoring programs

2019 ◽  
Vol 48 (2) ◽  
pp. 192-208 ◽  
Author(s):  
David J. De Wit ◽  
David L. DuBois ◽  
Gizem Erdem ◽  
Simon Larose ◽  
Ellen L. Lipman
Keyword(s):  
Relationship Quality ◽  
Mentoring Programs ◽  
Mentoring Relationship ◽  
Big Brothers Big Sisters ◽  
One To One

The Measurement Properties of Mentoring Relationship Quality Scales for Mentoring Programs

2013 ◽  
Vol 15 (5) ◽  
pp. 663-673 ◽  
Author(s):  
Annalise Ferro ◽  
Samantha Wells ◽  
Kathy Nixon Speechley ◽  
Ellen Lipman ◽  
David DeWit
Keyword(s):  
Relationship Quality ◽  
Measurement Properties ◽  
Mentoring Programs ◽  
Mentoring Relationship

Validating a Mentoring Relationship Quality Scale

2016 ◽  
Vol 49 (4) ◽  
pp. 415-437 ◽  
Author(s):  
Jean E. Rhodes ◽  
Sarah E. O. Schwartz ◽  
Margaret M. Willis ◽  
Max B. Wu
Keyword(s):  
Relationship Quality ◽  
Youth Development ◽  
National Sample ◽  
Mentoring Programs ◽  
Mentoring Relationships ◽  
Community Based ◽  
Relationship Duration ◽  
Mentoring Relationship ◽  
Quality Scale

Youth mentoring relationships have significant potential for promoting positive youth development. Nonetheless, the benefits derived from such relationships depend considerably on the length and quality of the bonds that are created between mentors and youth. Although some attention has been paid to youth’s experience of relationship quality, few studies have focused on mentors’ experience of relationship quality. In the context of a national sample of mentor and youth dyads in Big Brothers Big Sisters community-based mentoring programs ( N = 5,222), the current study validated a new mentor-reported measure of relationship quality, explored associations between mentor and youth assessments of relationship quality, and investigated the capacity of early assessments of relationship quality to predict mentoring relationship duration. Implications for research and practice are discussed.

scholarly journals Mentoring Relationship Closures in Big Brothers Big Sisters Community Mentoring Programs: Patterns and Associated Risk Factors

2016 ◽  
Vol 57 (1-2) ◽  
pp. 60-72 ◽  
Author(s):  
David J. DeWit ◽  
David DuBois ◽  
Gizem Erdem ◽  
Simon Larose ◽  
Ellen L. Lipman ◽  
...  
Keyword(s):  
Risk Factors ◽  
Mentoring Programs ◽  
Mentoring Relationship ◽  
Big Brothers Big Sisters ◽  
Associated Risk Factors

Getting to the heart of it: understanding mentoring relationship quality from the perspective of program supervisors

2018 ◽  
Vol 26 (4) ◽  
pp. 400-419 ◽  
Author(s):  
Hilary Dutton ◽  
Pat Bullen ◽  
Kelsey Deane
Keyword(s):  
Relationship Quality ◽  
Mentoring Relationship

scholarly journals When Insecure Attachment Dispositions Affect Mentoring Relationship Quality: An Exploration of Interactive Mentoring Contexts

2019 ◽  
Vol 10 ◽  
Author(s):  
Simon Larose ◽  
George M. Tarabulsy ◽  
Geneviève Boisclair-Châteauvert ◽  
Michael Karcher
Keyword(s):  
Relationship Quality ◽  
Emotional Support ◽  
Insecure Attachment ◽  
Mentoring Program ◽  
Late Adolescent ◽  
Mentor Training ◽  
Mentoring Relationship ◽  
Using Data ◽  
Adult Mentors ◽  
One Year

AbstractIn this study, we explored the effects of mentor and mentee insecure attachment dispositions (ambivalence and avoidance) on mentoring relationship quality while considering the specific nature of the interactive mentoring context. Participants (N = 252 matches) were enrolled in the MIRES program, a one-year college-based mentoring program that matches late adolescent mentees (17-year-olds) with young adult mentors (23-year-olds), designed to facilitate the transition to college. Using data drawn from mentors’ logbooks (at nine time points), two interactive contexts were addressed: (1) situations involving mentee academic issues and mentor proactive academic support (academically oriented), and (2) situations involving mentee personal issues and mentor emotional support, and caring (emotionally oriented). Linear regression results showed that both mentors’ and mentees’ avoidance uniquely predicted lower reports of mentoring relationship quality, but especially in emotionally oriented matches and when their partners’ attachment ambivalence was high. In matches less focused on emotional support, mentors’ attachment avoidance interacted with mentees’ ambivalence to predict positive mentoring relationship quality. Theoretical, practical, and mentor training issues are discussed.

Workplace Mentorship: A Critical Review

2020 ◽  
pp. 089484532095773
Author(s):  
Gary W. Ivey ◽  
Kathryne E. Dupré
Keyword(s):  
Organizational Justice ◽  
Self Determination Theory ◽  
Self Determination ◽  
Mentoring Programs ◽  
Positive Outcomes ◽  
Mentoring Relationship ◽  
Positive Effects ◽  
Indirect Exposure ◽  
Potential Benefits ◽  
Potential Risks

Mentoring is a popular workplace practice, bolstered by a substantial body of literature that has underscored its positive outcomes for protégés and organizations. Less pronounced are the potential risks and costs associated with workplace mentorship. In this article, we consolidate what is known about workplace mentorship and draw on organizational justice research, self-determination theory, and findings related to indirect exposure to expand on the potentially darker side of workplace mentorship. Our comprehensive review suggests that workplace mentorship appears to have positive consequences in particular circumstances for particular groups of employees, but the conclusiveness of its positive effects is limited by significant gaps in the research. To assist in determining if the potential benefits outweigh the potential risks and costs, we offer a list of considerations for individual employees who are considering engaging in a mentoring relationship and for those implementing workplace mentoring programs.

A typology of school-based mentoring relationship quality: Implications for recruiting and retaining volunteer mentors

2018 ◽  
Vol 90 ◽  
pp. 149-157 ◽  
Author(s):  
Barbara J. McMorris ◽  
Jennifer L. Doty ◽  
Lindsey M. Weiler ◽  
Kara J. Beckman ◽  
Diego Garcia-Huidobro
Keyword(s):  
Relationship Quality ◽  
Mentoring Relationship ◽  
School Based ◽  
School Based Mentoring ◽  
Volunteer Mentors

scholarly journals An Integrating Model for Excellence: Mentorship to Enrich the Three Pillars of Education

2020 ◽  
pp. 1-8
Author(s):  
S. Hallman ◽  
L. Massoud ◽  
D. Tomiuk
Keyword(s):  
Higher Learning ◽  
Traditional Classroom ◽  
Mentoring Relationship ◽  
Institutions Of Higher Learning ◽  
Master Level ◽  
Small Cohort ◽  
One To One ◽  
The Individual

How does one progress from protégé to professional to master? For thousands of years, it was accomplished by apprenticeship to a master, on a one-to-one or one-to-few basis. The advent of the industrial era necessitated training more people at a time than this model could accommodate; hence, the modern educational era. The traditional classroom model and coaching became standard. The disadvantage of this model, however, is that the nuance of the “master” is lost because it can only develop over a long-term, individual, guided, mentoring relationship. Although our institutions of higher learning successfully develop accomplished professionals with their three-tiered model of teaching, service, and research, these authors propose moving educators closer to the “master” level of skill by reincorporating the individual mentorship model in conjunction with small cohort coaching.

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