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ERIC Number: EJ1100909
Record Type: Journal
Publication Date: 2016
Pages: 17
Abstractor: As Provided
Reference Count: 47
ISBN: N/A
ISSN: ISSN-1754-730X
Brief Instrumental School-Based Mentoring for Middle School Students: Theory and Impact
McQuillin, Samuel D.; Lyons, Michael D.
Advances in School Mental Health Promotion, v9 n2 p73-89 2016
This study evaluated the efficacy of an intentionally brief school-based mentoring program. This academic goal-focused mentoring program was developed through a series of iterative randomized controlled trials, and is informed by research in social cognitive theory, cognitive dissonance theory, motivational interviewing, and research in academic enablers. In previous research, the program was found to produce effects on students' math grades, life satisfaction, and disruptive behavior. In the current study, a revised version of the program was tested in a randomized controlled trial, wherein 72 middle school students were randomly assigned to receive an eight-week mentoring curriculum, or to a no-treatment control. Following the treatment, middle school students who participated in the mentoring curriculum had statistically significantly higher math grades (d = 0.42), English grades (d = 0.59), life satisfaction (d = 0.49), and 0.82 fewer absences. Small, but not statistically significant effects were also found for science (d = 0.25) and history (d = 0.15). Near zero effects were found for behavioral infractions.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site: http://www.tandf.co.uk/journals
Publication Type: Journal Articles; Reports - Research
Education Level: Middle Schools; Secondary Education; Junior High Schools; Grade 6; Intermediate Grades; Elementary Education; Grade 7; Grade 8; Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Texas (Houston)