Citation

Allee-Smith PJ, Im MH, Hughes JN, Clemens NH. J. Sch. Psychol. 2018; 67: 69-87.

Affiliation

The University of Texas at Austin, United States.

Copyright

(Copyright © 2018, Society for the Study of School Psychology, Publisher Elsevier Publishing)

DOI

10.1016/j.jsp.2017.09.006

PMID

29571536

Abstract

Mentoring relationships can have important effects on adolescents' psychosocial and academic outcomes; however, the transactions within mentoring relationships that may account for impact on psychosocial and academic outcomes are not well understood. This study investigated the psychometric properties of the Mentor Support Provisions Scale (MSPS), a tool for assessing the types of support that mentors provide. Exploratory factor analyses and confirmatory factor analyses were used to determine measure dimensionality.

FINDINGS indicated acceptable fit with a three-factor structure: Academic Support, Intimacy, and Warmth. The MSPS was found to have scalar invariance; thus, factor loadings and intercepts are the same across student sex and ethnic groups (e.g., White, Hispanic, and Black). In structural equation modeling analyses, the three latent factors predicted academic engagement and reading and math achievement, above baseline scores. Research and practical uses of the MSPS are discussed.

Copyright © 2017 Society for the Study of School Psychology. Published by Elsevier Ltd. All rights reserved.

Language: en

Keywords

Academic engagement; Math achievement; Mentor support; Mentoring; Nonparental adult; Reading achievement