Mentoring can improve young people’s attitude to education
Young people matched with a mentor were seen to like school better and to show greater intent to finish school and go to college than those not matched. […] Two of the 3 measures in this study showed positive outcomes related to schooling for young people with a mentor. Young people matched with a mentor were seen to like school better and to show greater intent to finish school and go to college than those not matched. Research shows that higher satisfaction with school is positively related to academic achievement and the student’s quality of life at school.
Beschreibung der Aktivität
Big Brothers Big Sisters youth mentoring programme
The core component of the programme is a "match" or friendship between an adult volunteer ("the mentor") and a young person ("the mentee"), with the pair meeting once a week for a year or more to engage in outings or activities and receive ongoing support from programme staff.
BBBS: young people aged 10-18 years, RCT: 10 to 14
teilnehmende Kinder und Jugendliche
Evaluierung der Aktivität
Quantitative Fragebogenerhebung (schriftlich/offline), Qualitative Interviewbefragungen (persönlich), Sekundäranalyse von Daten, Dokumenten, audiovisuellen Materialien etc.
This large-scale, mixed methods study, conducted over a period of 2 years, is one of the most comprehensive ever undertaken in relation to service provision for young people in Ireland. There are three components in the overall study: • a randomised control trial (RCT) study of the impact of the BBBS mentoring programme on the development of youth in the community over a 2-year period; • a review of programme implementation; • a qualitative assessment of match processes and the perspectives of stakeholders.
Education outcomes: School Liking measure seeks information on how well the young person likes school and feels excited about going to school.; Scholastic Efficacy scale (Harter, 1985, Note: This is a secondary source. For more information, please check the bibliography of Dolan et al 2010) assesses a child’s confidence in doing his or her school work. Increases on this scale often precede performance improvement.; Plans for School and College Completion: Three questions asked about the young person’s plans to finish school, go to college and finish college.
study sample: 164 young people, 84 in the intervention group, rest in the control group
2-year period (October 2007 to October 2009)