Keller Thomas E, Pryce Julia M
School of Social Work and Center for Interdisciplinary Mentoring Research, Portland State University, P.O. Box 751, Portland, OR 97207-0751, USA.
J Prim Prev. 2012 Feb;33(1):47-64. doi: 10.1007/s10935-012-0264-1.
This prospective, mixed-methods study investigated how the nature of joint activities between volunteer mentors and student mentees corresponded to relationship quality and youth outcomes. Focusing on relationships in school-based mentoring programs in low-income urban elementary schools, data were obtained through pre-post assessments, naturalistic observations, and in-depth interviews with mentors and mentees. Adopting an exploratory approach, the study employed qualitative case study methods to inductively identify distinctive patterns reflecting the focus of mentoring activities. The activity orientations of relationships were categorized according to the primary functional role embodied by the mentor and the general theme of interactions: teaching assistant/tutoring, friend/engaging, sage/counseling, acquaintance/floundering. Next, these categories were corroborated by comparing the groups on quantitative assessments of relationship quality and change in child outcomes over time. Relationships characterized by sage mentoring, which balanced amicable engagement with adult guidance, were rated most favorably by mentees on multiple measures of relationship quality. Furthermore, students involved in sage mentoring relationships showed declines in depressive symptoms and aggressive behaviors. For disconnected pairs (acquaintances), students reported more negative relationship experiences. Findings suggest effective mentoring relationships represent a hybrid between the friendly mutuality of horizontal relationships and the differential influence of vertical relationships.
这项前瞻性的混合方法研究调查了志愿者导师与学生 mentees 之间的联合活动性质如何与关系质量和青少年成果相对应。该研究聚焦于低收入城市小学基于学校的辅导项目中的关系，通过前后评估、自然观察以及对导师和 mentees 的深入访谈获取数据。采用探索性方法，该研究运用定性案例研究方法归纳识别反映辅导活动重点的独特模式。关系的活动取向根据导师所体现的主要功能角色和互动的一般主题进行分类：教学助理/辅导、朋友/参与、智者/咨询、熟人/挣扎。接下来，通过比较这些组在关系质量的定量评估以及儿童成果随时间的变化方面，对这些类别进行了验证。以智者辅导为特征的关系，即在友好互动与成人指导之间取得平衡，在关系质量的多项衡量指标上得到 mentees 的最高评价。此外，参与智者辅导关系的学生在抑郁症状和攻击性行为方面有所下降。对于关系疏远的配对（熟人），学生报告了更多负面的关系体验。研究结果表明，有效的辅导关系是水平关系的友好相互性与垂直关系的差异影响之间的一种混合。
