Mentor Support Provisions Scale: Measure dimensionality, measurement invariance, and associations with adolescent school functioning. (April 2018)

• Record Type: Journal Article
• Authors: Allee-Smith, Paula J.; Im, Myung Hee; Hughes, Jan N.; Clemens, Nathan H.
• Is Part Of: Journal of school psychology. Volume 67(2018)
• Page Start: 69
• Page End: 87
• Publication Date: 2018-04
• Subjects: Mentoring -- Nonparental adult -- Mentor support -- Reading achievement -- Math achievement -- Academic engagement; School psychologists -- Periodicals; School psychology -- Periodicals; Psychology -- Periodicals; School Health Services -- Periodicals; Psychologues scolaires -- Périodiques; Child psychology -- Periodicals; Psychologie scolaire -- Périodiques; Onderwijspsychologie; School psychologists; School psychology; Periodicals; 155.405
• DOI: 10.1016/j.jsp.2017.09.006
• Languages: English
• ISSNs: 0022-4405

Abstract

Abstract: Mentoring relationships can have important effects on adolescents' psychosocial and academic outcomes; however, the transactions within mentoring relationships that may account for impact on psychosocial and academic outcomes are not well understood. This study investigated the psychometric properties of the Mentor Support Provisions Scale (MSPS), a tool for assessing the types of support that mentors provide. Exploratory factor analyses and confirmatory factor analyses were used to determine measure dimensionality. Findings indicated acceptable fit with a three-factor structure: Academic Support, Intimacy, and Warmth. The MSPS was found to have scalar invariance; thus, factor loadings and intercepts are the same across student sex and ethnic groups (e.g., White, Hispanic, and Black). In structural equation modeling analyses, the three latent factors predicted academic engagement and reading and math achievement, above baseline scores. Research and practical uses of the MSPS are discussed.