| dc.description.abstract | Mentoring relationships can have important effects on adolescents’ psychosocial
and academic outcomes; however, the transactions within these relationships that may account for this impact are not well understood. The present study investigated the influence of natural mentor provisions of Academic Support, Trust, and Warmth, on adolescent school functioning (e.g., reading and math achievement, academic self- efficacy, behavioral engagement, school belonging, conduct problems) during the following year. Regression analyses revealed that mentor Warmth and Academic Support were unique predictors of increased reading achievement and student-reported behavioral engagement, respectively. Unexpectedly, mentor Trust was negatively related to academic self-efficacy. Additionally, Natural mentoring relationship characteristics (e.g., access to mentors, mentor role, mentor occupation) were examined for sex and ethnic differences. Results revealed no sex differences; however, White youth mentors were less likely to be relatives and more likely to be familial friends, compared to Black or Hispanic youth mentors. Furthermore, White adolescents reported having mentors whose occupations were characterized as requiring more education or skill, while Black and Hispanic adolescents’ mentors were more often unskilled. There were no significant differences between Black and Hispanic mentors’ role or occupation. Study limitations, future research directions, and implications for optimizing student services through Response-to-Intervention, professional development, and school policy are discussed. | en |
