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
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.
Recommended Citation
Wagner-Fehn, Annemarie, "The effects of being a mentor on high school students' self-efficacy and communication skills development" (2007). Theses and Dissertations. 889.
https://rdw.rowan.edu/etd/889
