Date Approved

5-2-2007

Embargo Period

3-30-2016

Document Type

Thesis

Degree Name

M.A. in School Psychology

Department

Educational Services and Leadership

College

College of Education

First Advisor

Dihoff, Roberta

Subject(s)

Counseling in secondary education; Mentoring in education

Disciplines

Educational Psychology

Abstract

The outcome of mentoring programs on the child being mentored has been widely researched in recent years. However, little empirical research has been conducted to determine the effects that these relationships have on the person doing the mentoring. The purpose of this research was to investigate if becoming an adolescent mentor would (a) positively affect high school students' feelings of self-efficacy and (b) affect their communication skills development. Thirteen high school students from Big Brothers Big Sisters School Based Mentoring Program participated in this study. A t-test for paired samples revealed no significant differences between the pre and post test scores on the General Perceived Self-Efficacy Scale or the Communication Skills Questionnaire. Best Practices for School Based and Adolescent Mentoring Programs, as well as implications for future research on their effects on the mentors are discussed.

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