An Examination of the Role of Mentees’ Social Skills and Relationship Quality in a School‐Based Mentoring Program

Bibliographic Data

ID11054332
AuthorsLoïs Schenk (0000-0002-8799-2633, Department of Psychology, Education and Child Studies Erasmus University Rotterdam Rotterdam The Netherlands, corresponding author), Miranda Sentse (0000-0001-7915-0252, Institute of Criminal Law and Criminology Leiden The Netherlands), Margriet Lenkens (0000-0001-5943-0919, Erasmus Medical Centre Rotterdam The Netherlands), Gera E Nagelhout (0000-0001-7748-5059, IVO Research Institute The Hague The Netherlands), Godfried Engbersen (0000-0003-4635-1247, Department of Public Administration and Sociology Erasmus University Rotterdam Rotterdam the Netherlands), Sabine E Severien (0000-0003-2207-3238, Erasmus University Rotterdam), Sabine Severiens (Department of Psychology, Education and Child Studies Erasmus University Rotterdam Rotterdam The Netherlands)
Year2020
Volume65
Issue1-2
Pages149-159
Publication date2020-03-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueAmerican Journal of Community Psychology (JOURNAL)
Journal identifiersISSN: 0091-0562 • E-ISSN: 1573-2770
PublisherWiley (PUBLISHER • GB)
DOI10.1002/ajcp.12397
PMID31553496
OpenAlexW2975688108
LanguageEN
Citations received7
References cited36

Research on youth mentoring highlights the importance of the relationship quality between mentor and mentee; mentoring results in more positive outcomes when the mentee perceives the relationship as satisfying and trustworthy. Research on relationship quality shows that social skills are important for constructing new relationships. However, whereas improved social skills are often one of the main goals of youth mentoring, little is known about the importance of social skills for relationship quality in youth mentoring relations. In this study, we examined whether mentee's pre‐intervention social skills were related to mentor–mentee relationship quality as perceived by the mentee, and in turn, if relationship quality was associated with post‐intervention social skills. We additionally examined possible gender and age differences in these associations. Data were used from a two‐wave study that assessed relationship quality and social skills before and after one semester of mentoring of 390 secondary school students in a school‐based mentoring program. Results indicated that relationship quality was positively associated with post‐intervention social skills. However, only for young mentees pre‐intervention social skills were associated with better relationship quality. Moreover, only for young mentees, relationship quality mediated the association between pre‐ and post‐intervention social skills

Developmental psychology · Health psychology · Interpersonal relationship · Intervention (counseling) · Medical education · Positive Youth Development · Public health · Quality (philosophy) · Social relation · Social relationship · Social skills · Trustworthiness · Medicine · Mentoring and Academic Development · Nursing · Perfectionism, Procrastination, Anxiety Studies · Psychology · Social Psychology · Youth Development and Social Support

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