Mentor suitability and mentoring relationship quality: lessons from the Glasgow Intergenerational Mentoring Network

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Abstract

The research literature on mentoring is diverse, draws mainly on studies from the US and spans youth, academic and workplace mentoring (Eby et al, 2010). School-based mentoring programmes targeted at socially disadvantaged young people vary from those employing peer mentors, older students and adults of different ages, and show modest positive impacts on outcomes such as truancy, misconduct and academic abilities (Rhodes et al., 2005). A meta-analysis of 73 US mentoring programmes (DuBois et al, 2011) suggested overall effectiveness showing positive outcomes for young people across social, emotional, academic and behavioural domains, and positioning mentoring as having equal effectiveness compared with other forms of youth intervention. Furthermore, the findings showed that young people not engaged in mentoring declined over time on similar outcomes.
Original languageEnglish
Pages (from-to)646-657
Number of pages12
JournalJournal of Community Psychology
Volume45
Issue number5
Early online date27 Feb 2017
DOIs
Publication statusPublished - 31 Jul 2017

Keywords

  • mentoring relationships
  • Glasgow Intergenerational Mentoring Network
  • disadvantaged young people
  • relational capacity

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