The quality of mentoring relationships and mentoring success.
The quality of the relationships that mentors forge with their protégés is assumed to significantly affect the success of mentoring interventions. Building on previous research, this study examined the association between relationship qualities and protégé functioning. Multiple reporters (e.g., mentors, protégés and teachers) were used in a prospective research design spanning eight months in Israel's largest mentoring program-Perach. The sample consisted of 84 protégés ranging in age from 8 to 13 years (M = 10.75). Qualities in the mentoring relationship such as closeness, dependency and unrealistic expectations for the continuation and deepening of the relationship, beyond the planned period, were positively associated with the children's social and academic adjustment, and contributed to perceived academic competence, social support and wellbeing. Generalization of positive mentoring experiences to other relationships (such as the mother-child relationship) and the role of unrealistic expectations and dependency as key elements are considered. Implications of the findings for research and mentoring intervention are discussed.
Goldner
Limor
L
Perach mentoring and tutoring project, Weizmann Institute, University of Haifa, P.O. Box 26, Rehovot 76100, Israel. limor.goldner@weizmann.ac.il
Mayseless
Ofra
O
D000124:Achievement; D000223:Adaptation, Psychological; D000293:Adolescent; D000328:Adult; D002648:Child; D005260:Female; D006801:Humans; D007398:Interpersonal Relations; D008297:Male; D008611:Mentors / Q000523:psychology*; D009769:Object Attachment; D010549:Personal Satisfaction; D012917:Social Adjustment; D012938:Social Perception; D012944:Social Support; D011795:Surveys and Questionnaires; D013663:Teaching; D055815:Young Adult