Darling Nancy, Hamilton Stephen, Toyokawa Teru, Matsuda Sei
Department of Human Development and Family Studies, The Pennsylvania State University, University Park 16802, USA.
Am J Community Psychol. 2002 Apr;30(2):245-70. doi: 10.1023/A:1014684928461.
Although the word "mentor"has traditionally been used to describe a relationship between an older adult and a younger person, recent work has extended its usage to relationships with peers and groups rather than with individuals and uncoupled the instrumental and affective qualities of the role. This paper examines (a) the extent to which adolescents' relationships with significant others in different social roles are characterized by mentoring and (b) the extent to which mentoring and other relationship functions covary. Adolescents' naturally occurring social relationships are explored in two very different contexts-Japan and the United States-that differ in the norms and patterning of social interactions. College students (N = 365) used questionnaires to describe the extent to which relations with significant others were characterized by mentoring. Results indicate striking similarity in the patterning of results in the two countries and support the traditional view of mentoring. Mentoring is most likely to occur in relationships with adults (especially parents), rather than with peers, and with same-gender, rather than other-gender associates. Mentoring by parents appears to covary with other aspects of positive relationships, but be more independent in relationships with unrelated adults or peers. Although more of the variability in experienced mentoring is attributed to differences between associates than to differences between adolescents in both the United States and Japan, this is especially true of the United States. Results suggest that although "classic" mentoring is most common in both countries, mentoring is somewhat less constrained by social role differences in Japan than is in the United States.
尽管“导师”一词传统上用于描述年长者与年轻人之间的关系，但最近的研究将其使用范围扩展到了与同龄人及群体的关系，而非仅限于与个体的关系，并且将该角色的工具性和情感性特质区分开来。本文探讨了：（a）青少年与不同社会角色中重要他人的关系在多大程度上具有导师指导的特征；（b）导师指导与其他关系功能的共变程度。在日本和美国这两个社会互动规范和模式截然不同的背景下，对青少年自然形成的社会关系进行了研究。大学生（N = 365）通过问卷描述了与重要他人的关系在多大程度上具有导师指导的特征。结果表明，两国的结果模式惊人地相似，支持了导师指导的传统观点。导师指导最有可能出现在与成年人（尤其是父母）的关系中，而非与同龄人的关系中，并且更可能出现在与同性别的关系中，而非与异性的关系中。父母的导师指导似乎与积极关系的其他方面共变，但在与非亲属成年人或同龄人的关系中更具独立性。在美国和日本，虽然更多的经验性导师指导差异归因于交往对象之间的差异，而非青少年之间的差异，但在美国尤其如此。结果表明，尽管“经典”的导师指导在两国都最为常见，但在日本，导师指导受社会角色差异的限制比在美国要小一些。
