The effects of mentoring on mentors

Abstract

A growing body of empirical evidence suggests that mentoring is beneficial for "at-risk" youth (Rhodes, 1994), and anecdotal evidence suggests mentors benefit from the experience as well (Jackson, 2002). However, there is sparse empirical research on the effects of mentoring on the mentors (Cowen, Zax, & Laird, 1966; Holzberg, Gewirtz, & Ebner, 1964). In response to this gap in the research literature, the present study was conducted to examine the impact of mentoring on mentors and to determine if mentor change was related to characteristics of the mentoring relationship. Of particular interest were mentor personality characteristics, attachment style, perceived self-efficacy, and attitudes toward future parenting. These questions were investigated using data from the Prime Time project, a school-based intervention for aggressive children. Analyses are based on data from 104 mentors over the course of 3 cohorts (4.5 years). Results suggested a general decline in mentors' self-reported positive characteristics. In regards to mentor personality characteristics, mentors described themselves as being less agreeable and conscientious, and more neurotic after having served as mentors. Similarly, they reported a slight decrease in their sense of self-efficacy. However, increases in these characteristics and measures of attachment security did occur for some mentors, and change in most of these variables was associated with measures of the quality and impact of the mentoring relationship.