Abstract
PurposeThis study aimed to examine factors associated with volunteer role identity in mentors of school-based mentoring programmes.Design/methodology/approachDrawing on established theoretical models of volunteerism (the Role Identity Model), and research and theory on mentoring programmes, an integrated model of predictors of mentor volunteer role identity was tested. Seventy-one mentors (63 females, mean age 36 years) completed a survey with measures of habit, subjective norms, satisfaction with the mentor-mentee relationship, relationship closeness, social skills and mentor role identity. Path analysis was used for data analysis.FindingsFit indexes revealed an acceptable fit to the data. There were six significant paths. Habit and subjective norms were directly related to role identity. The association between mentor role identity and two further predictors, satisfaction with the mentor–mentee relationship and social skills was respectively fully and partially mediated by relationship closeness.Practical implicationsFindings can inform mentoring programmes in supporting mentors to develop a close relationship with their mentees and promote the development of a role identity as a volunteer among mentors. A stronger role identity is in turn expected to enhance mentor retention in the programme.Originality/valueAn important and novel finding of this study is that relationship closeness contributes to mentors developing a volunteer role identity. Also, for the first time, the importance for mentors of support from significant others in fostering sustained volunteer engagement has been examined.
Highlights
Supportive, intergenerational relationships with non-parent adults have been recognised as key resources for the healthy development of children (Scales et al, 2006)
Aims and hypotheses This study aimed to examine factors associated with the volunteer role identity of mentors
By drawing on established theoretical frameworks of volunteerism (Callero et al, 1987; Piliavin and Callero, 1991) and research and theory on mentoring interventions (Rhodes, 2005), this study examined factors associated with the development of a role identity as a volunteer by mentors in school-based mentoring programmes
Summary
Supportive, intergenerational relationships with non-parent adults have been recognised as key resources for the healthy development of children (Scales et al, 2006). From a positive youth development perspective, mentoring is a way to address the issue of the lack of supportive adults in the lives of many children (Lerner et al, 2014). (Rhodes, 2005; Rhodes and DuBois, 2008) theorised that the mentoring relationship contributes to children’s socio-emotional, cognitive and identity development through role modelling and the provision of emotional support and positive feedback. Mentoring has been used in a variety of settings, including schools, as an effective intervention strategy leading to positive child outcomes across behavioural, social, emotional and academic domains (O’Rourke, 2016; Raposa et al, 2019)
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