期刊
CHILD & FAMILY BEHAVIOR THERAPY
卷 30, 期 4, 页码 297-318出版社
ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD
DOI: 10.1080/07317100802482969
关键词
At-risk youth; discipline referrals; high school students; mentoring; relationship quality; school belonging; teacher support
The current study investigated whether a 5-month, adult mentoring intervention delivered by school personnel could enhance the school engagement of ninth grade urban minority adolescents. Compared to 20 at-risk students who did not receive an intervention, 20 at-risk students who were randomly assigned to mentoring exhibited significantly less decline during the first year of high school in perceived teacher support and decision making and were less likely to enter the discipline system. The effects were stronger and included sense of school belonging for participants who were mentored as intended. Moreover, mentee and mentor reports of relationship quality were associated with changes in mentored participants' school-related cognitions and behaviors. The findings indicate that adult mentoring may help to prevent normative declines in urban minority youths' school engagement.
作者
我是这篇论文的作者
点击您的名字以认领此论文并将其添加到您的个人资料中。
推荐
暂无数据