School of Behavioral and Organizational Sciences, Claremont Graduate University, CA 91711, USA.
J Youth Adolesc. 2013 Sep;42(9):1459-72. doi: 10.1007/s10964-012-9817-0. Epub 2012 Sep 5.
Having an adult mentor during adolescence has been found to predict academic success. Building on previous work, the present study examined interactions between the type of mentor (i.e., kin, teacher, friend, or community), the time that mentor became important (i.e., before, during, or after high school), and the ethnicity of the protégé in predicting educational attainment in young adulthood. Analyses used Waves III and IV of the National Longitudinal Study of Adolescent Health (N = 2,409). Participants' ages ranged from 18 to 27 (M = 21.75, SD = 1.79). The sample was 56.7 % female and nationally representative of ethnic diversity. Analyses showed that having a teacher-mentor was more predictive of educational attainment than having other types of mentors and that overall, having a mentor after high school predicts the most educational attainment. Kin- and community-mentors appeared to be more important to educational attainment during and before high school, respectively. Findings were consistent across ethnic groups. Overall, results highlight the value of teacher-mentors throughout childhood, adolescence, and early adulthood and our study further suggests that different types of mentors may be particularly useful at specific points in development.
在青春期有一个成年导师被发现可以预测学业成功。基于先前的研究，本研究考察了导师类型（即亲属、教师、朋友或社区）、导师变得重要的时间（即在高中之前、期间或之后）以及被指导者的种族在预测年轻人成年后的教育程度方面的相互作用。分析使用了青少年健康国家纵向研究（N = 2409）的第三波和第四波数据。参与者的年龄范围为 18 至 27 岁（M = 21.75，SD = 1.79）。该样本中女性占 56.7%，在种族多样性方面具有全国代表性。分析表明，拥有教师导师比拥有其他类型的导师更能预测教育程度，而且总体而言，高中毕业后拥有导师可以预测最高的教育程度。亲属和社区导师在高中期间和之前似乎对教育程度更为重要。研究结果在不同种族群体中是一致的。总的来说，这些结果强调了教师导师在整个儿童期、青春期和成年早期的价值，并且我们的研究进一步表明，不同类型的导师在特定的发展阶段可能特别有用。
