More than fun and games? Understanding the role of school-based mentor-mentee match activity profiles in relationship processes and outcomes

Abstract

• Mentoring relationships can serve as a platform to address youth challenges. • Activities engaged in by mentors and mentees may influence relationship outcomes. • A balanced approach to activities shows potential promise for relationship outcomes. This study investigated associations between mentor-mentee activities and relationship outcomes of school-based mentoring. Multigroup three-step latent profile analysis (LPA) assessed whether youth could be classified into distinct profiles based on their mentoring relationship activities, and whether these profiles were similar when taking into account youth academic success. Furthermore, regression analyses examined whether activity profile membership of mentored youth predicted youth relationship process outcomes. Participants (N = 1110) were drawn from a national, randomized longitudinal study of youth in Big Brothers Big Sisters School-Based Mentoring Programs. Multigroup LPA results indicated a two-profile model, labeled Balanced and Instructional based on varying engagement in mentoring activities. Descriptive analyses revealed no differences in youth, mentor, and program characteristics across groups. Controlling for these characteristics, mentees in the Balanced profile demonstrated more relational benefits than youth in the Instructional profile. Research and practice implications are discussed.