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"I dunno, what do you wanna do?": testing a framework to guide mentor training and activity selection
Michael J Karcher1, Carla Herrera, Keoki Hansen
1University of Texas at San Antonio.
New Directions for Youth Development
|July 29, 2010
Summary
In youth mentoring, relational interactions are more impactful for children and preadolescents than goal-directed ones. Collaborative activity selection significantly enhances mentoring relationship quality for all ages.
Area of Science:
- Psychology
- Sociology
- Education
Background:
- The efficacy of relational versus goal-directed interactions in youth mentoring is debated.
- Limited research has explored how these interactions form distinct relationship styles.
Purpose of the Study:
- To investigate the distinct contributions of relational and goal-directed interactions to mentoring relationship quality.
- To examine the role of collaborative activity selection in fostering strong mentoring relationships.
Main Methods:
- Study 1: Analyzed the association between relational and goal-directed interactions and relationship quality in youth mentoring.
- Study 2: Compared relationship quality in cross-age peer mentoring where activities were collaboratively selected versus unilaterally decided.
Main Results:
- Relational interactions showed a stronger association with relationship quality for children and preadolescents compared to goal-directed interactions.
- Mentoring pairs who collaboratively selected activities reported higher relationship quality than those with unilaterally chosen activities.
Conclusions:
- Both relational and goal-directed interactions contribute to mentoring relationship quality.
- Collaborative dialogue in activity selection is key to developing robust mentoring relationship styles, particularly in peer mentoring settings.
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