Abstract
Community mentoring programs target at-risk youth with the aim of providing them with a positive, stable adult presence in their lives. Relationship quality of the mentors and mentees has been linked to multiple external factors and youth outcomes. This study investigated mentor-mentee relationship quality (i.e., youth's perceived trust in his or her mentor) and the associations between the amount of time the pair spent together per week, parents' level of involvement in planning activities between their child and their mentor, and youth's improvement in commitment to learning. The correlations between trust and time, and between trust and commitment to learning were non-significant. Due to limited parental responses, parental involvement was analyzed qualitatively. Poor response rates limited the analyses. Other limitations of the study and future directions are discussed.
Advisor
Sarah K. Sifers
Committee Member
Karla Lassonde
Committee Member
Annelies Hagemeister
Date of Degree
2012
Language
english
Document Type
Thesis
Degree
Master of Arts (MA)
Department
Psychology
College
Social and Behavioral Sciences
Recommended Citation
Ness, E. J. (2012). Trust in the mentor-youth relationship and its correlates with frequency of contact, parental involvement, and academic improvements. [Master’s thesis, Minnesota State University, Mankato]. Cornerstone: A Collection of Scholarly and Creative Works for Minnesota State University, Mankato. https://cornerstone.lib.mnsu.edu/etds/36/
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