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24-09-2020 | Empirical Research

Connecting Youth: The Role of Mentoring Approach

Auteurs: Laura J. Austin, McKenna F. Parnes, G. Roger Jarjoura, Thomas E. Keller, Carla Herrera, Manolya Tanyu, Sarah E. O. Schwartz

Gepubliceerd in: Journal of Youth and Adolescence | Uitgave 12/2020

Abstract

While formal youth mentoring can positively influence youth connectedness, little research has studied the specific approaches mentors engage in that support mentee social development. This study examines how mentors’ specific approaches are uniquely associated with youth connection outcomes in formal community-based mentoring. Participants were 766 youth, ranging in age from 11 to 14 (M = 12.29), 56.7% female, and racially/ethnically diverse (41.0% Black/African American, 21.4% Hispanic/Latinx, 20.0% White, 10.2% Multiracial/Multiethnic, 5.9% Native American, 1.2% other race, and 0.4% Asian/Pacific Islander). Person-centered analyses revealed three mentoring profiles which were differentially associated with youth outcomes: “Status Quo Mentors,” who reported low-to-moderate levels of closeness within the mentor–mentee dyad, low levels of connecting their mentees with programs and people in their community, and low levels of mediating for their mentees; “Close Connectors,” who reported moderate-to-high levels of closeness, moderate-to-high levels of connecting, and low levels of mediating; and “Connector-Mediators,” who reported moderate levels of closeness, connecting, and mediating. Youth mentored by “Close Connectors” demonstrated the greatest benefit, with significant improvements in parent–child relationship quality, extracurricular activity involvement, and help-seeking. Results suggest that community-based mentoring programs that emphasize connecting youth within their communities may be more effective in enhancing youth support networks.

vorige artikel Anna Vannucii Receives Emerging Scholar Best Article Award, 2020

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G₀₀ is the mean level of the outcome variable (parent–child relationship quality) at baseline aggregated across all participants.

G₁₀ is the change in the outcome variable (parent–child relationship quality) from baseline to follow-up aggregated across all participants.

G₁₁ and G₁₂ refer to the difference in change of the outcome variable (parent–child relationship quality) over time between the dummy-coded (Close Connector) and reference groups (Status Quo Mentors).

G₀₁ and G₀₂ refer to the difference in the baseline level of the outcome variable (number of extracurricular activities) between the dummy-coded (Close Connectors and Connector-Mediators, respectively) and reference groups (Status Quo Mentors).

In the context of a model with a continuous, rather than dummy-coded, predictor variable, G₁₀ refers to the change over time from baseline to follow-up for every one unit increase in the predictor variable (Closeness).

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Titel: Connecting Youth: The Role of Mentoring Approach
Auteurs: Laura J. Austin
McKenna F. Parnes
G. Roger Jarjoura
Thomas E. Keller
Carla Herrera
Manolya Tanyu
Sarah E. O. Schwartz
Publicatiedatum: 24-09-2020
Uitgeverij: Springer US
Gepubliceerd in: Journal of Youth and Adolescence / Uitgave 12/2020
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601
DOI: https://doi.org/10.1007/s10964-020-01320-z

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