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Testing a model of change in achievement mentoring for school behavior problems
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Taylor, Andrea Lynne. Testing a model of change in achievement mentoring for school behavior problems. Retrieved from https://doi.org/doi:10.7282/T38S4PNT

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TitleTesting a model of change in achievement mentoring for school behavior problems
NameTaylor, Andrea Lynne (author); Bry, Brenna H (chair); Elias, Maurice J (internal member); Mohlman, Jan (internal member); Johnson, Valerie (outside member); Rutgers University; Graduate School - New Brunswick
Date Created2010
Other Date2010-10 (degree)
SubjectPsychology, Mentoring in education, Academic achievement, Urban youth--Psychology, Behavior disorders in adolescence
Extentvii, 62 p. : ill.
DescriptionTwo previous randomly controlled trials of a 5-month, school-based mentoring intervention plus booster sessions delivered by school personnel support the efficacy of this program in reducing declines in school behavior outcomes related to academic achievement, such as discipline referrals and grades, in at risk, urban, minority youth. However, the mechanisms responsible for this effect are unknown. One hypothesis is that the intervention effects changes in cognitions related to school engagement, particularly those related to the degree to which a student perceives the school environment to meet fundamental needs for autonomy, competence, and relatedness. Changes in these cognitions, in turn, could result in school behavior changes. The current research, which joined samples from the previous two trials with a third trial in order to increase power, evaluated the impact of this school-based intervention on cognitive and behavioral outcomes, and the role of cognitions as mediators of the intervention’s effect on behaviors. Ninth grade ethnic minority students (N = 124) identified as academically at risk by school personnel participated in three randomized controlled trials of the Achievement Mentoring Program in two secondary schools in urban, low income areas in the mid-Atlantic region of the U.S. Program effects and mediation were examined using regression analysis. Results of these analyses indicated the mentoring intervention significantly reduced student discipline referrals at follow up and this effect was moderated by previous number of discipline referrals. No statistically significant effect on cognitive outcomes was identified and no evidence of mediation by cognitive measures was found for the sample. These results provide support for the mentoring program as an effective intervention on school behavior in at risk, urban, minority youth. Implications of the findings in regard to mechanisms of change are discussed.
NotePh.D.
NoteIncludes bibliographical references
NoteIncludes vita
Noteby Andrea Lynne Taylor
Genretheses, ETD doctoral
Persistent URLhttps://doi.org/doi:10.7282/T38S4PNT
Languageeng
CollectionGraduate School - New Brunswick Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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