TY - JOUR PY - 2005// TI - Developmental Mentoring Match Characteristics: Correspondence between Mentors' and Mentees' Assessments of Relationship Quality JO - Journal of Primary Prevention A1 - Karcher, Michael J. A1 - Nakkula, Michael J. A1 - Harris, John SP - 93 EP - 110 VL - 26 IS - 2 N2 - Understanding the factors that contribute to high-quality mentoring relationships is critical to developing and sustaining effective mentoring programs. In study 1, sixty-three adolescent mentors, from two high schools, were surveyed four to six weeks after being matched with elementary-age mentees. Hierarchical regression models revealed that mentees' academic and behavioral risk status, parental involvement, and program quality all explained variance in mentor-perceived relationship quality, but none remained significant predictors after mentors' self-efficacy, motivations for self-enhancement, and assessments of their mentees' support seeking behaviors were accounted for. Study 2 cross-validates the regression model in study 1 and examines the concurrent validity and predictive validity of a measure of mentoring match characteristics using mid-year and end-of-year assessments from mentees and mentors. Editors' Strategic Implications: The focus on mentors' initial impressions of their mentees and the relationship represents a novel contribution to the study of relationship formation and persistence. The authors provide a promising strategy - and descriptions of specific measures - to help programs study relationships that endure or terminate. Coordinators will benefit from the knowledge that if mentors feel efficacious and if the mentoring relationship is strong, mentors are more likely to persist. (Abstract Adapted from Source: Journal of Primary Prevention, 2005. Copyright © 2005 by Springer) Peer Mentoring Cross-Age Mentoring School Connectedness Child Development Youth Development Juvenile Mentor Program Effectiveness Program Evaluation Prevention Program Child Self-Esteem Self-Esteem Development Social Skills Development School Based Elementary School Student Late Childhood Middle Childhood Late Adolescence Senior High School Student 04-06

LA - SN - 0278-095X UR - http://dx.doi.org/ ID - ref1 ER -