Social Mentoring Research Articles

An Examination of Behavioral Antecedents to Individuals' Participation in a Social Mentoring Network from a Protégé's Perspective

The present study seeks to identify the behavioral antecedents to individuals' participation as protégé in a social mentoring network (SMN). It draws on social psychology and vocational literature and applies the Theory of Planned Behavior (TPB) to understand and predict the specific behavioral context. A SMN was operationally defined as a special case of informal mentoring coupled with a social networking platform. Two additional variables--similarity and self-disclosure--were incorporated into the standard TPB model to improve its predictive power. A total of 376 respondents completed their first- and second wave questionnaires in a 2-week-longitudinal survey design. Two hierarchical multiple regressions were performed to determine the unique contributions made by the extended TPB model to the variance in behavioral intention and behavior. The results indicate that intention was demonstrated as a single significant variable in determining the behavior. Furthermore, intention was significantly influenced by respondents' attitudinal and normative beliefs toward the behavior, weighted by their internal mechanism that establishes the importance of necessary preconditions for the development of successful mentoring relationship. These preconditions include protégés' need for similarity with their mentor as well as willingness to self-disclose themselves to the SMN.

Making Connections After Brain Injury

To describe the development and implementation of a social peer-mentoring program for persons with traumatic brain injury (TBI) and to explore whether this program yielded increased social functioning outcomes compared with wait-list (WL)controls. Pilot randomized controlled study. Community-dwelling individuals with TBI(12 matched with social peer mentors and 18 completing the WL condition). Trained social peer mentors (SPMs)were matched to partners with TBI (peer partners (PP)) to foster skill-building in planning of social activities and improving social communication abilities through phone contacts and joint participation in social events within the community over a 3-month period. Social Activity Interview, Center for Epidemiological Studies Depression Scale, UCLA Loneliness Scale, Satisfaction with Life Scale, 6-Item Interpersonal Support Evaluation List (baseline and postmentoring); weekly social activity data(1-month baseline, continuously collected during 3-month mentoring or WL period); satisfaction survey. Both SPM and PP participants reported high satisfaction with the mentoring program. Statistically significant improvements in perceived social support after mentoring were observed for the mentored group than for WL participants; however, an increase in depressive symptoms was also observed. While significant improvements in social activity level and social network size were not found, a trend toward increased satisfaction with social life was present for mentored participants. Satisfaction ratings for the SPM program were uniformly high and selected positive findings encourage further investigation of social mentoring as an intervention to effect improvements in social integration. Small sample size and reduced "dosage" of mentor interactions were limitations of this pilot study. Benefits of and challenges to implementation of an SPM program are outlined.

Mentor functions in NCAA women's soccer coaching dyads

PurposeTeam performance in sport is not limited to the players, but extends to the coaching staff and their relationships. This study aims to identify mentoring functions reported by NCAA Division I assistant women's soccer coaches within a head coach‐assistant coach dyad and examine gender impact on these functions.Design/methodology/approachThe Mentor Role Instrument questionnaire, completed by 39.7 percent of applicable assistant coaches, determined the mentor functions present. Means for the 11 mentor functions were ranked and compared via ANOVA.FindingsPost hoc testing showed the parent mentor function at the lowest level with the social function second lowest. The mentor functions of acceptance, friendship, sponsor, and challenging assignments ranked as the statistically highest group of factors. Assistant coach gender significantly impacted the mentor function of social, with male assistant coaches higher than females. Gender of the head coach significantly impacted the mentor function of parent with assistant coaches having male head coaches reporting greater parent functions. Gender also impacted the social mentor function in the head coach/ assistant coach dyad with male‐male dyads significantly greater than the male‐female dyads.Research limitations/implicationsThe current research is limited by its narrow scope. Future research should consider mentor effects on job satisfaction and occupational turnover intent, expansion to other levels of women's soccer, and expansion into men's sports for further analysis of mentoring in coaching.Originality/valueAs the first study to document mentor functions in coaching these results provide baseline data to guide future research and support the development of mentoring programs in coaching.

On mentoring, social mentoring and befriending

This is an account of the origins of the concept of social mentoring and development of a social mentoring project in a local community in the city of Brighton and Hove in the UK. The account highl...

Peer Mentoring in a High School Jazz Ensemble

The use of peer mentoring in a successful high school jazz band was explored during one academic year of instruction using ethnographic techniques. Participants included primary informants (student jazz band members, director, assistant director, adult mentors) and secondary informants (guidance counselor, principal, parents, nonjazz band member students). Data analysis revealed that peer mentoring contributed to the success of a high school jazz band. Five themes emerged: (a) mentoring from the adult perspective, (b) peer mentoring for musicianship, (c) mentoring in rehearsals, (d) mentoring outside jazz band rehearsals, and (e) social mentoring. Suggestions for teacher educators include supporting, developing, and implementing peer mentoring, which can aid directors in instruction and rehearsal efficiency.

Teacher Access and Mentoring Abilities: Predicting the Outcome Value of Extra Class Communication

Reasoning from Sunnafrank's theory of predicted outcome value (POV), this investigation examined how students' assessments of their teachers' accessibility and mentoring abilities influenced their perceptions of the predicted value of engaging in extra class communication (ECC). Student perceptions of teacher physical and social accessibility, along with teacher mentoring abilities (including career, course, and psychosocial), were all substantially and positively related to students' ratings of the POV of ECC. However, only social accessibility, course mentoring, and career mentoring emerged as significant predictors of POV in the regression model. These findings validate POV theory by confirming that students readily assess what they have to gain (or lose) from potential ECC encounters based on what their teachers can offer them. These findings are discussed with regard to understanding how students may be motivated to realize the benefits of ECC.