Abstract
This study aims to utilize nursing and other college students in conducting a mentoring project aimed at determining outcomes of behavior and attitude of high-risk middle school students over a 5-year period. A quasi-experimental study with a sample of fifth and sixth graders was conducted in which mentored subjects were tested using multiple instruments and school data to identify behavioral and attitudinal outcomes. Statistical analyses were conducted using chi-square and one-way analysis of variance. Academically below-average males in the treatment group were the only cohort demonstrating significant change across all measures. The magnitude of change in this cohort, however, did significantly affect treatment group outcomes overall. Females in both treatment and control groups reflected similar changes. Mentoring of schoolchildren is difficult to accomplish using college mentors because of time and schedule commitments. When college mentors are used, grade allocation seems to be a stronger incentive than when payment is the sole reward. Males whose grades are below average demonstrated positive outcomes from the mentoring experience.
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