Mentoring in the middle: the effectiveness of a school based peer mentoring program
Akos, Patrick, Curry School of Education, University of Virginia
Niles, Spencer, Curry School of Education, University of Virginia
LaFleur, N. Kenneth, Curry School of Education, University of Virginia
Pate, Robert, Cu-Human Svcs, University of Virginia
Konold, Timothy, Curry School of Education, University of Virginia
Students enter middle school during periods of incredible change. Both personal and contextual changes make school a difficult endeavor. School counselors need to take a proactive stance to help all students navigate this developmental stage.
Mentoring is a popular intervention today. Although popular, actual effectiveness of each type of mentoring program is unclear. This study investigates school based peer mentoring as a helping intervention. Developmentally, peers play an enormous role in the lives of preadolescents. By providing positive peer role models, it is hypothesized that mentored students will have statistically significant improvement in grades, behavior, attendance, and school satisfaction as compared to unmentored students.
Using a pre-post test control group design, effectiveness of the SAGE (Supportive and Guiding Examples) mentoring program at Louisa County Middle School in Mineral, VA was examined. A split-plot design analysis of variance (ANOVA) revealed that there were no significant differences between the treatment and control group. Conclusions and implications are presented.
Note: Abstract extracted from PDF file via OCR.
PHD (Doctor of Philosophy)
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