Department of Human Services, School of Education and Human Development, University of Virginia, Charlottesville, Virginia, USA.
J Community Psychol. 2021 Mar;49(2):533-546. doi: 10.1002/jcop.22477. Epub 2020 Nov 22.
Mentoring, a common support practice for middle schoolers, can have varying effects on student academic and behavioral outcomes depending on the type of mentoring and quality of relationship formed. Although research has examined mentees' perception of relationship quality in mentoring relationships, fewer studies have looked at both mentor and mentee reports. The present study aims to explore how the interaction of mentor and mentee perceptions of the relationship quality is associated with student academic and behavioral outcomes. Major findings include the significant association between mentor-reported relationship quality and academic outcomes for mentees, as well as some associations mentee- and mentor-reported relationship quality and behavioral outcomes. Results illustrate the importance of training in mentoring programs, as well as how mentee- versus mentor-report of the relationship may impact outcomes in distinct ways. This study can improve understanding of mentor-mentee relationships, which may improve student academic and behavioral outcomes.
辅导是一种常见的中学生支持实践，根据辅导的类型和形成的关系质量，对学生的学业和行为结果可能有不同的影响。尽管研究已经考察了被辅导者对辅导关系中关系质量的看法，但很少有研究同时考察导师和被辅导者的报告。本研究旨在探讨导师和被辅导者对关系质量的看法的相互作用如何与学生的学业和行为结果相关联。主要发现包括导师报告的关系质量与被辅导者的学业成绩之间存在显著关联，以及一些与被辅导者和导师报告的关系质量与行为结果之间的关联。研究结果说明了在辅导计划中进行培训的重要性，以及被辅导者与导师对关系的报告如何以不同的方式影响结果。这项研究可以增进对导师-被辅导者关系的理解，从而可能改善学生的学业和行为结果。
