Simon Larose
Biographic Data
| ID | 650300 |
|---|---|
| NAME | Simon Larose |
| GIVEN NAMES | Simon |
| FAMILY NAME | Larose |
| SIGNATURE | LAROSE S |
| AFFILIATIONS | Université Laval |
| ORCID | 0000-0001-8872-086X |
| VERIFIED | Yes |
| TOTAL WORKS | 32 |
| TOTAL CITATIONS | 171 |
| AUTHOR COUNT | 32 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1996 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 8 |
Individual community-based mentoring programs for children and youth exposed to adversity: A scoping review
How did College Students with and Without Disabilities Experience the First wave of the Covid-19 Pandemic? A Stress and Coping Perspective
Impact des perturbations scolaires au cours des années 2020-2021 sur les apprentissages en lecture en 4e année du primaire
La Covid-19 et les mesures mises en place ont affecté les enseignements. Les épreuves standardisées ayant été annulées au Canada, nous avons peu d’informations sur l’ampleur des pertes d’apprentissage. Les apprentissages en lecture ont été évalué auprès de 10 880 élèves de 9-10 ans lors d’une épreuve ministérielle de 2019, réutilisée en juin 2021. On observe une baisse de 8,3 points de pourcentage en lecture entre juin 2019 et juin 2021. La taill…
Associations of youth mentoring with parent emotional well-being and family functioning: Longitudinal findings from a study of Big Brothers Big Sisters of Canada
Animations scientifiques en classe de primaire: Des effets motivationnels pour qui et pour quelle intensité de participation
Understanding and attenuating pandemic-related disruptions: A plan to reduce inequalities in child development
The Secretary General of the United Nations described the impact of COVID-19-related school closures as a "generational catastrophe." What will be the legacy of the 2020-2021 pandemic-related disruptions in 5, 10, 20 years from now, as regards education and well-being of children and youth? Addressing the disproportionate impact on those growing up in socio-economically disadvantaged areas or on those with pre-existing learning challenges is key …
What is the effect of school closures on learning in Canada? A hypothesis informed by international data
Predictors of mentoring relationship quality: Investigation from the perspectives of youth and parent participants in Big Brothers Big Sisters of Canada one‐to‐one mentoring programs
AIMS: This study examined predictors of mentoring relationship quality (MRQ) as reported by youth and parents participating in Big Brothers Big Sisters (BBBS) of Canada one-to-one mentoring programs. METHODS: Mentoring program capacity and other external supports, youth personal and environmental risk, youth and parent attitudes and motives, and mentoring relationship processes and attributes were examined as predictors of MRQ at 18 months follow…
Joint Trajectories of Peer Cyber and Traditional Victimization in Adolescence: A Look at Risk Factors
This study aimed to identify joint trajectories of peer cyber and traditional victimization from ages 13 to 17 and individual, family, peer, and school risk factors associated with group membership. The sample was composed of 1,194 adolescents (54.2% girls). Cyber and traditional victimization were assessed at ages 13, 15, and 17. The results first revealed a low/increasing and a high/decreasing trajectories for cybervictimization and a low/decre…
Youth with chronic health problems: How do they fare in main-stream mentoring programs
Youth with chronic health problems, particularly those with activity limitation as well, demonstrate a capacity to experience social and mood benefits associated with mentoring
How Mentor Support Interacts With Mother and Teacher Support in Predicting Youth Academic Adjustment: An Investigation Among Youth Exposed to Big Brothers Big Sisters of Canada Programs
Achievement Goals and Engagement With Academic Work in Early High School: Does Seeking Help From Teachers Matter
The aim of this longitudinal study was to examine seeking help from teachers as a mechanism mediating the relationship between achievement goals adopted by students early in the school year and their degree of behavioral and cognitive engagement in academic work almost 2 years later. A sample of 456 French Canadian students (215 boys; 240 girls; one unspecified) in Grade 7 (61%) and Grade 8 (39%) participated in the study. Results of structural e…
Predictors of early versus late match relationship beginnings in Big Brothers Big Sisters community programs
Mentoring Relationship Closures in Big Brothers Big Sisters Community Mentoring Programs: Patterns and Associated Risk Factors
Previous research suggests that early mentoring relationship ( MR ) closures may have harmful consequences for the health and well‐being of youth participating in community‐based mentoring programs. However, knowledge of the factors that lead some MR s to close early has been slow to emerge. This study examined patterns and correlates of early versus on‐time MR closures among 569 youth participating in Big Brothers Big Sisters community mentoring…
Mentoring Relationships, Positive Development, Youth Emotional and Behavioral Problems: Investigation of a Mediational Model
Mentoring programs show promise for preventing emotional and behavioral problems among at‐risk youth, but little is known about processes that may be most critical to achieving this end. This study explored indicators of positive youth development (PYD; competence, confidence, connection, care and compassion, character) as mediators of associations of mentoring support with youth emotional and behavioral problems. The sample included 501 youth pa…
The Role of Relational, Recreational, and Tutoring Activities in the Perceptions of Received Support and Quality of Mentoring Relationship During a Community-Based Mentoring Relationship: Activities a…
Previous research has shown that activities between volunteer mentors and youth mentees are associated with relationship quality. Using data from a longitudinal investigation of Big Brothers Big Sisters (BBBS) community mentoring relationships across Canada, the current study investigated whether different types of activities (relational and skill, recreational, and tutoring) moderate the association between mentees’ perceptions of received suppo…
Intrinsic, identified, and controlled types of motivation for school subjects in young elementary school children
Background. There are two approaches to the differential examination of school motivation. The first is to examine motivation towards specific school subjects (between school subject differentiation). The second is to examine school motivation as a multidimensional concept that varies in terms of not only intensity but also quality (within school subject differentiation). These two differential approaches have led to important discoveries and pro…
Trajectories of Anxiety During Elementary-school Years and the Prediction of High School Noncompletion
When Predictions Fail: The Case of Unexpected Pathways Toward High School Dropout
This study examines childhood variables that tend to deflect life‐course trajectories away from finishing high school. We examined unexpectedly graduating in the presence of three empirical risk factors (having a mother that did not finish high school, being from a single‐parent family in early childhood, and having repeated a grade in primary school) and unexpectedly not graduating in the absence these same factors (low risk). The comparison gro…
Autonomous, controlled, and amotivated types of academic motivation: A person-oriented analysis.
The authors investigated students ’ profiles regarding autonomous, controlled, and amotivated regulation and tested whether profile groups differed on some academic adjustment outcomes. Studies 1 and 2 performed on high school students revealed 3 profiles: (a) students with high levels of both controlled motivation and amotivation but low levels of autonomous motivation, (b) students with high levels of both controlled and autonomous motivation b…
Mentoring special youth populations
Whereas mentoring programs are well received as support services, very little empirical research has been conducted to assess the effectiveness of these programs to meet the diverse needs of different special populations of youth. Potentially useful theoretical orientations (attachment, parental acceptance‐rejection, social support, adult development, host provocation) and a sociomotivational model of mentoring are presented to complement Rhodes'…
Perceived Autonomy and Relatedness as Moderating the Impact of Teacher-Student Mentoring Relationships on Student Academic Adjustment
Attachment State of Mind, Learning Dispositions, and Academic Performance During the College Transition
The purpose of this study was to examine the relation among attachment state of mind, students' learning dispositions, and academic performance during the college transition. Sixty-two students were involved in a short-term longitudinal study and were interviewed with the Adult Attachment Interview. Students' learning dispositions were assessed at the end of high school (Time 1) and halfway through their 1st semester in college (Time 2). Academic…
Another Look Inside the Gap: Ecological Contributions to the Transmission of Attachment in a Sample of Adolescent Mother-Infant Dyads
Ecological contributions to attachment transmission were studied in a sample of 64 adolescent mother-infant dyads. Maternal sensitivity was assessed when infants were 6 and 10 months old, and infant security was assessed at 15 and 18 months. Maternal attachment state of mind was measured with the Adult Attachment Interview (AAI) after the 1st assessment. Ecological variables considered were maternal education and depression, paternal support, and…
Attachment as a moderator of the effect of security in mentoring on subsequent perceptions of mentoring and relationship quality with college teachers
The purpose of this study was to examine if college students' attachment insecurity, as evaluated by the Adult Attachment Interview, moderates the effect of affective security in mentoring on subsequent perceptions of the mentoring program and relationship quality with other teachers. Academically at-risk students were involved in a 10-hour mentoring program and completed measures at three points in time. Security in mentoring was associated with…
Attachment to Parents, Social Support Expectations, and Socioemotional Adjustment During the High School-College Transition
The 2 objectives of this study were the following: (a) to evaluate individual variations in table of contents' perceived security to parents, social support expectations, and socioemotional adjustment during the high school-college transition, and (b) to test whether perceived security to parents predicts changes in support expectations and socioemotional adjustment across the transition. A unique aspect of this study was the comparison between a…
Mentoring Relationship Closures in Big Brothers Big Sisters Community Mentoring Programs: Patterns and Associated Risk Factors
Previous research suggests that early mentoring relationship ( MR ) closures may have harmful consequences for the health and well‐being of youth participating in community‐based mentoring programs. However, knowledge of the factors that lead some MR s to close early has been slow to emerge. This study examined patterns and correlates of early versus on‐time MR closures among 569 youth participating in Big Brothers Big Sisters community mentoring…
Mentoring Relationships, Positive Development, Youth Emotional and Behavioral Problems: Investigation of a Mediational Model
Mentoring programs show promise for preventing emotional and behavioral problems among at‐risk youth, but little is known about processes that may be most critical to achieving this end. This study explored indicators of positive youth development (PYD; competence, confidence, connection, care and compassion, character) as mediators of associations of mentoring support with youth emotional and behavioral problems. The sample included 501 youth pa…
Another Look Inside the Gap: Ecological Contributions to the Transmission of Attachment in a Sample of Adolescent Mother-Infant Dyads
Ecological contributions to attachment transmission were studied in a sample of 64 adolescent mother-infant dyads. Maternal sensitivity was assessed when infants were 6 and 10 months old, and infant security was assessed at 15 and 18 months. Maternal attachment state of mind was measured with the Adult Attachment Interview (AAI) after the 1st assessment. Ecological variables considered were maternal education and depression, paternal support, and…
Attachment Style Dimensions, Network Orientation and the Process of Seeking Help from College Teachers
In this study, a model was tested positing that attachment style dimensions affect the individual's social support network orientation, which, in turn, influences the process of seeking help from teachers. Data from two independent samples of college students using global and dyadic interaction reports of the quality of their help-seeking behaviours were used to assess the model. Evaluation by the EQS method indicated acceptable levels of fit, wi…
Mentoring special youth populations
Whereas mentoring programs are well received as support services, very little empirical research has been conducted to assess the effectiveness of these programs to meet the diverse needs of different special populations of youth. Potentially useful theoretical orientations (attachment, parental acceptance‐rejection, social support, adult development, host provocation) and a sociomotivational model of mentoring are presented to complement Rhodes'…
Intrinsic, identified, and controlled types of motivation for school subjects in young elementary school children
Background. There are two approaches to the differential examination of school motivation. The first is to examine motivation towards specific school subjects (between school subject differentiation). The second is to examine school motivation as a multidimensional concept that varies in terms of not only intensity but also quality (within school subject differentiation). These two differential approaches have led to important discoveries and pro…
Attachment State of Mind, Learning Dispositions, and Academic Performance During the College Transition
The purpose of this study was to examine the relation among attachment state of mind, students' learning dispositions, and academic performance during the college transition. Sixty-two students were involved in a short-term longitudinal study and were interviewed with the Adult Attachment Interview. Students' learning dispositions were assessed at the end of high school (Time 1) and halfway through their 1st semester in college (Time 2). Academic…
Trajectories of Anxiety During Elementary-school Years and the Prediction of High School Noncompletion
Attachment as a moderator of the effect of security in mentoring on subsequent perceptions of mentoring and relationship quality with college teachers
The purpose of this study was to examine if college students' attachment insecurity, as evaluated by the Adult Attachment Interview, moderates the effect of affective security in mentoring on subsequent perceptions of the mentoring program and relationship quality with other teachers. Academically at-risk students were involved in a 10-hour mentoring program and completed measures at three points in time. Security in mentoring was associated with…
Attachment State of Mind: Implications for Adjustment to College
The main purpose of this study was to examine the associations between attachment state of mind and adjustment to college. A related aim was to examine the moderating role of attachment state of mind in the relation between parental control and school adjustment. One-hundred two college freshmen completed the Adult Attachment Interview and a measure of parental control. They also completed a measure of college adjustment at the very beginning and…
Structural Relations among Attachment Working Models of Parents, General and Specific Support Expectations, and Personal Adjustment in Late Adolescence
The present study evaluated a theoretical model proposing that generalized perceptions of social support and specific support expectations mediate the relations between attachment working models of parents and personal adjustment. Participants were 459 students who completed measures of attachment, social support, loneliness, and anxiety at the end of high school. Evaluation of the model by the EQS method indicated an acceptable level of fit, wit…
The Role of Relational, Recreational, and Tutoring Activities in the Perceptions of Received Support and Quality of Mentoring Relationship During a Community-Based Mentoring Relationship: Activities a…
Previous research has shown that activities between volunteer mentors and youth mentees are associated with relationship quality. Using data from a longitudinal investigation of Big Brothers Big Sisters (BBBS) community mentoring relationships across Canada, the current study investigated whether different types of activities (relational and skill, recreational, and tutoring) moderate the association between mentees’ perceptions of received suppo…
When Predictions Fail: The Case of Unexpected Pathways Toward High School Dropout
This study examines childhood variables that tend to deflect life‐course trajectories away from finishing high school. We examined unexpectedly graduating in the presence of three empirical risk factors (having a mother that did not finish high school, being from a single‐parent family in early childhood, and having repeated a grade in primary school) and unexpectedly not graduating in the absence these same factors (low risk). The comparison gro…
Achievement Goals and Engagement With Academic Work in Early High School: Does Seeking Help From Teachers Matter
The aim of this longitudinal study was to examine seeking help from teachers as a mechanism mediating the relationship between achievement goals adopted by students early in the school year and their degree of behavioral and cognitive engagement in academic work almost 2 years later. A sample of 456 French Canadian students (215 boys; 240 girls; one unspecified) in Grade 7 (61%) and Grade 8 (39%) participated in the study. Results of structural e…
Joint Trajectories of Peer Cyber and Traditional Victimization in Adolescence: A Look at Risk Factors
This study aimed to identify joint trajectories of peer cyber and traditional victimization from ages 13 to 17 and individual, family, peer, and school risk factors associated with group membership. The sample was composed of 1,194 adolescents (54.2% girls). Cyber and traditional victimization were assessed at ages 13, 15, and 17. The results first revealed a low/increasing and a high/decreasing trajectories for cybervictimization and a low/decre…
Predictors of early versus late match relationship beginnings in Big Brothers Big Sisters community programs
Associations of youth mentoring with parent emotional well-being and family functioning: Longitudinal findings from a study of Big Brothers Big Sisters of Canada
Parental representations and attachment style as predictors of support‐seeking behaviors and perceptions of support in an academic counseling relationship
The role of parental representations and attachment style as predictors of support‐seeking behaviors and perceptions of support in the context of an academic counseling relationship was investigated. Prior to participation in a 10‐hour academic counseling program in college, 91 students completed scales assessing perceptions of their current relationship with their parents and their attachment style. Students' support‐seeking behaviors and counse…
Exploration des qualités psychométriques de la version française du Student Adaptation to College Questionnaire
Cent soixante-quatorze collégiens ont rempli, au début de leur deuxièmetrimestre d’études, une version francophone du Student Adaptation to College Questionnaire (SACQ-F). Le SACQ-F a été administré à nouveau deux semaines plus tard à 26 des 174 élèves afin d’évaluer sa fidélité test-retest. Les résultats à deux autres mesures évaluant les dispositions émotives, scolaires et sociales ainsi que les notes scolaires des participants au secondaire et…
What is the effect of school closures on learning in Canada? A hypothesis informed by international data
Predictors of mentoring relationship quality: Investigation from the perspectives of youth and parent participants in Big Brothers Big Sisters of Canada one‐to‐one mentoring programs
AIMS: This study examined predictors of mentoring relationship quality (MRQ) as reported by youth and parents participating in Big Brothers Big Sisters (BBBS) of Canada one-to-one mentoring programs. METHODS: Mentoring program capacity and other external supports, youth personal and environmental risk, youth and parent attitudes and motives, and mentoring relationship processes and attributes were examined as predictors of MRQ at 18 months follow…
Exploration des qualités psychométriques de la version française du Student Adaptation to College Questionnaire
Cent soixante-quatorze collégiens ont rempli, au début de leur deuxièmetrimestre d’études, une version francophone du Student Adaptation to College Questionnaire (SACQ-F). Le SACQ-F a été administré à nouveau deux semaines plus tard à 26 des 174 élèves afin d’évaluer sa fidélité test-retest. Les résultats à deux autres mesures évaluant les dispositions émotives, scolaires et sociales ainsi que les notes scolaires des participants au secondaire et…
Structural Relations among Attachment Working Models of Parents, General and Specific Support Expectations, and Personal Adjustment in Late Adolescence
The present study evaluated a theoretical model proposing that generalized perceptions of social support and specific support expectations mediate the relations between attachment working models of parents and personal adjustment. Participants were 459 students who completed measures of attachment, social support, loneliness, and anxiety at the end of high school. Evaluation of the model by the EQS method indicated an acceptable level of fit, wit…
Attachment to Parents, Social Support Expectations, and Socioemotional Adjustment During the High School-College Transition
The 2 objectives of this study were the following: (a) to evaluate individual variations in table of contents' perceived security to parents, social support expectations, and socioemotional adjustment during the high school-college transition, and (b) to test whether perceived security to parents predicts changes in support expectations and socioemotional adjustment across the transition. A unique aspect of this study was the comparison between a…
Attachment Style Dimensions, Network Orientation and the Process of Seeking Help from College Teachers
In this study, a model was tested positing that attachment style dimensions affect the individual's social support network orientation, which, in turn, influences the process of seeking help from teachers. Data from two independent samples of college students using global and dyadic interaction reports of the quality of their help-seeking behaviours were used to assess the model. Evaluation by the EQS method indicated acceptable levels of fit, wi…
Parental representations and attachment style as predictors of support‐seeking behaviors and perceptions of support in an academic counseling relationship
The role of parental representations and attachment style as predictors of support‐seeking behaviors and perceptions of support in the context of an academic counseling relationship was investigated. Prior to participation in a 10‐hour academic counseling program in college, 91 students completed scales assessing perceptions of their current relationship with their parents and their attachment style. Students' support‐seeking behaviors and counse…
Academic Self-concept and Educational Attainment Level: A Ten-year Longitudinal Study
The present study examined the effects of culture, age, and sex on three measures of handedness: writing hand, Annett's primary handedness items, and a measure based on hand preference for 11 activities. Using data from a large international study, the relationship between the culture in which participants learned to write (as defined by Hofstede's cultural dimensions) and adult handedness was examined. Participants who learned to write in formal…
Attachment State of Mind: Implications for Adjustment to College
The main purpose of this study was to examine the associations between attachment state of mind and adjustment to college. A related aim was to examine the moderating role of attachment state of mind in the relation between parental control and school adjustment. One-hundred two college freshmen completed the Adult Attachment Interview and a measure of parental control. They also completed a measure of college adjustment at the very beginning and…
Perceived Autonomy and Relatedness as Moderating the Impact of Teacher-Student Mentoring Relationships on Student Academic Adjustment
Attachment State of Mind, Learning Dispositions, and Academic Performance During the College Transition
The purpose of this study was to examine the relation among attachment state of mind, students' learning dispositions, and academic performance during the college transition. Sixty-two students were involved in a short-term longitudinal study and were interviewed with the Adult Attachment Interview. Students' learning dispositions were assessed at the end of high school (Time 1) and halfway through their 1st semester in college (Time 2). Academic…
Another Look Inside the Gap: Ecological Contributions to the Transmission of Attachment in a Sample of Adolescent Mother-Infant Dyads
Ecological contributions to attachment transmission were studied in a sample of 64 adolescent mother-infant dyads. Maternal sensitivity was assessed when infants were 6 and 10 months old, and infant security was assessed at 15 and 18 months. Maternal attachment state of mind was measured with the Adult Attachment Interview (AAI) after the 1st assessment. Ecological variables considered were maternal education and depression, paternal support, and…
Attachment as a moderator of the effect of security in mentoring on subsequent perceptions of mentoring and relationship quality with college teachers
The purpose of this study was to examine if college students' attachment insecurity, as evaluated by the Adult Attachment Interview, moderates the effect of affective security in mentoring on subsequent perceptions of the mentoring program and relationship quality with other teachers. Academically at-risk students were involved in a 10-hour mentoring program and completed measures at three points in time. Security in mentoring was associated with…
Mentoring special youth populations
Whereas mentoring programs are well received as support services, very little empirical research has been conducted to assess the effectiveness of these programs to meet the diverse needs of different special populations of youth. Potentially useful theoretical orientations (attachment, parental acceptance‐rejection, social support, adult development, host provocation) and a sociomotivational model of mentoring are presented to complement Rhodes'…
Autonomous, controlled, and amotivated types of academic motivation: A person-oriented analysis.
The authors investigated students ’ profiles regarding autonomous, controlled, and amotivated regulation and tested whether profile groups differed on some academic adjustment outcomes. Studies 1 and 2 performed on high school students revealed 3 profiles: (a) students with high levels of both controlled motivation and amotivation but low levels of autonomous motivation, (b) students with high levels of both controlled and autonomous motivation b…
Trajectories of Anxiety During Elementary-school Years and the Prediction of High School Noncompletion
When Predictions Fail: The Case of Unexpected Pathways Toward High School Dropout
This study examines childhood variables that tend to deflect life‐course trajectories away from finishing high school. We examined unexpectedly graduating in the presence of three empirical risk factors (having a mother that did not finish high school, being from a single‐parent family in early childhood, and having repeated a grade in primary school) and unexpectedly not graduating in the absence these same factors (low risk). The comparison gro…
Intrinsic, identified, and controlled types of motivation for school subjects in young elementary school children
Background. There are two approaches to the differential examination of school motivation. The first is to examine motivation towards specific school subjects (between school subject differentiation). The second is to examine school motivation as a multidimensional concept that varies in terms of not only intensity but also quality (within school subject differentiation). These two differential approaches have led to important discoveries and pro…
The Role of Relational, Recreational, and Tutoring Activities in the Perceptions of Received Support and Quality of Mentoring Relationship During a Community-Based Mentoring Relationship: Activities a…
Previous research has shown that activities between volunteer mentors and youth mentees are associated with relationship quality. Using data from a longitudinal investigation of Big Brothers Big Sisters (BBBS) community mentoring relationships across Canada, the current study investigated whether different types of activities (relational and skill, recreational, and tutoring) moderate the association between mentees’ perceptions of received suppo…
Predictors of early versus late match relationship beginnings in Big Brothers Big Sisters community programs
Mentoring Relationship Closures in Big Brothers Big Sisters Community Mentoring Programs: Patterns and Associated Risk Factors
Previous research suggests that early mentoring relationship ( MR ) closures may have harmful consequences for the health and well‐being of youth participating in community‐based mentoring programs. However, knowledge of the factors that lead some MR s to close early has been slow to emerge. This study examined patterns and correlates of early versus on‐time MR closures among 569 youth participating in Big Brothers Big Sisters community mentoring…
Mentoring Relationships, Positive Development, Youth Emotional and Behavioral Problems: Investigation of a Mediational Model
Mentoring programs show promise for preventing emotional and behavioral problems among at‐risk youth, but little is known about processes that may be most critical to achieving this end. This study explored indicators of positive youth development (PYD; competence, confidence, connection, care and compassion, character) as mediators of associations of mentoring support with youth emotional and behavioral problems. The sample included 501 youth pa…
Achievement Goals and Engagement With Academic Work in Early High School: Does Seeking Help From Teachers Matter
The aim of this longitudinal study was to examine seeking help from teachers as a mechanism mediating the relationship between achievement goals adopted by students early in the school year and their degree of behavioral and cognitive engagement in academic work almost 2 years later. A sample of 456 French Canadian students (215 boys; 240 girls; one unspecified) in Grade 7 (61%) and Grade 8 (39%) participated in the study. Results of structural e…
Youth with chronic health problems: How do they fare in main-stream mentoring programs
Youth with chronic health problems, particularly those with activity limitation as well, demonstrate a capacity to experience social and mood benefits associated with mentoring
How Mentor Support Interacts With Mother and Teacher Support in Predicting Youth Academic Adjustment: An Investigation Among Youth Exposed to Big Brothers Big Sisters of Canada Programs
Joint Trajectories of Peer Cyber and Traditional Victimization in Adolescence: A Look at Risk Factors
This study aimed to identify joint trajectories of peer cyber and traditional victimization from ages 13 to 17 and individual, family, peer, and school risk factors associated with group membership. The sample was composed of 1,194 adolescents (54.2% girls). Cyber and traditional victimization were assessed at ages 13, 15, and 17. The results first revealed a low/increasing and a high/decreasing trajectories for cybervictimization and a low/decre…
Predictors of mentoring relationship quality: Investigation from the perspectives of youth and parent participants in Big Brothers Big Sisters of Canada one‐to‐one mentoring programs
AIMS: This study examined predictors of mentoring relationship quality (MRQ) as reported by youth and parents participating in Big Brothers Big Sisters (BBBS) of Canada one-to-one mentoring programs. METHODS: Mentoring program capacity and other external supports, youth personal and environmental risk, youth and parent attitudes and motives, and mentoring relationship processes and attributes were examined as predictors of MRQ at 18 months follow…
Psychology (28 works) · Developmental psychology (25 works) · Social Psychology (14 works) · Medicine (13 works) · Mentoring and Academic Development (12 works) · Attachment and Relationship Dynamics (9 works) · Clinical Psychology (9 works) · Social Psychology (9 works) · Child and Adolescent Psychosocial and Emotional Development (8 works) · Perception (6 works)