Department of Psychology, University of Massachusetts, Boston, MA, USA.
Dev Psychol. 2011 Mar;47(2):450-62. doi: 10.1037/a0021379.
Associations between youths' relationship profiles and mentoring outcomes were explored in the context of a national, randomized study of 1,139 youths (54% female) in geographically diverse Big Brothers Big Sisters school-based mentoring programs. The sample included youths in Grades 4-9 from diverse racial and ethnic backgrounds, the majority of whom were receiving free or reduced-price lunch. Latent profile analysis, a person-oriented approach, was used to identify 3 distinct relational profiles. Mentoring was found to have differential effects depending on youths' preintervention approach to relationships. In particular, youths who, at baseline, had satisfactory, but not particularly strong, relationships benefited more from mentoring than did youths with profiles characterized by either strongly positive or negative relationships. Implications for research and practice are discussed.
在一项针对全国范围内 1139 名青少年（54%为女性）的、基于地理位置的、多样化的“兄弟会姐妹会”学校辅导项目的随机研究中，探讨了青少年关系概况与辅导结果之间的关联。该样本包括来自不同种族和族裔背景的 4-9 年级的青少年，他们中的大多数人都在享受免费或减价午餐。潜在剖面分析，一种面向个人的方法，被用来识别 3 种不同的关系概况。研究发现，辅导对青少年的关系处理方式有不同的影响。具体来说，与基线时关系满意但不是特别强烈的青少年相比，关系特征表现为积极或消极的青少年从辅导中受益更多。讨论了对研究和实践的启示。
