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Gepubliceerd in: Journal of Youth and Adolescence 9/2013

01-09-2013 | Empirical Research

The Role of Mentor Type and Timing in Predicting Educational Attainment

Auteurs: Veronica M. Fruiht, Laura Wray-Lake

Gepubliceerd in: Journal of Youth and Adolescence | Uitgave 9/2013

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Abstract

Having an adult mentor during adolescence has been found to predict academic success. Building on previous work, the present study examined interactions between the type of mentor (i.e., kin, teacher, friend, or community), the time that mentor became important (i.e., before, during, or after high school), and the ethnicity of the protégé in predicting educational attainment in young adulthood. Analyses used Waves III and IV of the National Longitudinal Study of Adolescent Health (N = 2,409). Participants’ ages ranged from 18 to 27 (M = 21.75, SD = 1.79). The sample was 56.7 % female and nationally representative of ethnic diversity. Analyses showed that having a teacher-mentor was more predictive of educational attainment than having other types of mentors and that overall, having a mentor after high school predicts the most educational attainment. Kin- and community-mentors appeared to be more important to educational attainment during and before high school, respectively. Findings were consistent across ethnic groups. Overall, results highlight the value of teacher-mentors throughout childhood, adolescence, and early adulthood and our study further suggests that different types of mentors may be particularly useful at specific points in development.
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Metagegevens
Titel
The Role of Mentor Type and Timing in Predicting Educational Attainment
Auteurs
Veronica M. Fruiht
Laura Wray-Lake
Publicatiedatum
01-09-2013
Uitgeverij
Springer US
Gepubliceerd in
Journal of Youth and Adolescence / Uitgave 9/2013
Print ISSN: 0047-2891
Elektronisch ISSN: 1573-6601
DOI
https://doi.org/10.1007/s10964-012-9817-0

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