Factors That Enhance the Quality of Relationships Between Mentors and Mentees During Check & Connect. (May 2019)

• Record Type: Journal Article
• Authors: Kern, Lee; Harrison, Judith R.; Custer, Beth E.; Mehta, Paras D.
• Is Part Of: Behavioral disorders. Volume 44:Number 3(2019)
• Page Start: 148
• Page End: 161
• Publication Date: 2019-05
• Subjects: adolescent -- challenging behavior -- relationships -- mentoring; Behavior disorders in children -- Periodicals; Child Behavior Disorders; Comportement, Troubles du, chez l'enfant -- Périodiques; Behavior disorders in children; Trouble du comportement; Trouble affectif; Jeune; Periodicals; Periodicals; 618.9289005
• DOI: 10.1177/0198742918779791
• Languages: English
• ISSNs: 0198-7429

Abstract

School engagement is an important predictor of graduation. One strategy to enhance student engagement is mentoring. Check & Connect is a structured mentoring program that has resulted in favorable outcomes for many students, including those with emotional and behavioral disorders. Effectiveness, however, depends on the quality of the mentor–mentee relationship. Although research has examined factors that increase relationship effectiveness, findings have been inconsistent. We explored the perceptions and correspondence of 166 high school students (i.e., mentees) with social, emotional, and/or behavioral challenges and their mentors about the mentoring relationship and variables that contribute to relationship quality. Results indicated that mentors and mentees rated the relationship favorably and their ratings correlated moderately. Mentor and mentee variables examined (gender, ethnicity/race, age) were not significant predictors of relationship quality; however, specific topics discussed during mentoring sessions for mentors (family, friends) and mentees (school, future plans) were significantly related to their perceptions of relationship quality.