Senior Policy Researcher, Public ⁄ Private Ventures, Philadelphia, PA 19103, USA.
Child Dev. 2011 Jan-Feb;82(1):346-61. doi: 10.1111/j.1467-8624.2010.01559.x.
This random assignment impact study of Big Brothers Big Sisters School-Based Mentoring involved 1,139 9- to 16-year-old students in 10 cities nationwide. Youth were randomly assigned to either a treatment group (receiving mentoring) or a control group (receiving no mentoring) and were followed for 1.5 school years. At the end of the first school year, relative to the control group, mentored youth performed better academically, had more positive perceptions of their own academic abilities, and were more likely to report having a "special adult" in their lives. However, they did not show improvements in classroom effort, global self-worth, relationships with parents, teachers or peers, or rates of problem behavior. Academic improvements were also not sustained into the second school year.
本研究采用随机分组的方式，对全国 10 个城市的 1139 名 9 至 16 岁的学生开展了“兄弟姊妹大联盟”学校辅导项目的影响研究。研究将青少年随机分为实验组（接受辅导）或对照组（不接受辅导），并进行了 1.5 学年的跟踪研究。在第一学年结束时，与对照组相比，接受辅导的青少年在学业上表现更好，对自己的学业能力有更积极的评价，更有可能报告自己生活中有“特殊的成年人”。然而，他们在课堂努力程度、整体自我价值感、与父母、老师和同龄人的关系，以及问题行为发生率方面并没有改善。学业成绩的提高也没有持续到第二年。
