The outcome of mentoring programs on the child being mentored has been widely researched in recent years. However, little empirical research has been conducted to determine the effects that these relationships have on the person doing the mentoring. The purpose of this research was to investigate if becoming an adolescent mentor would (a) positively affect high school students' feelings of self-efficacy and (b) affect their communication skills development. Thirteen high school students from Big Brothers Big Sisters School Based Mentoring Program participated in this study. A t-test for paired samples revealed no significant differences between the pre and post test scores on the General Perceived Self-Efficacy Scale or the Communication Skills Questionnaire. Best Practices for School Based and Adolescent Mentoring Programs, as well as implications for future research on their effects on the mentors are discussed.
","abstract_html":"<p>The outcome of mentoring programs on the child being mentored has been widely researched in recent years. However, little empirical research has been conducted to determine the effects that these relationships have on the person doing the mentoring. The purpose of this research was to investigate if becoming an adolescent mentor would (a) positively affect high school students' feelings of self-efficacy and (b) affect their communication skills development. Thirteen high school students from Big Brothers Big Sisters School Based Mentoring Program participated in this study. A <em>t</em>-test for paired samples revealed no significant differences between the pre and post test scores on the General Perceived Self-Efficacy Scale or the Communication Skills Questionnaire. Best Practices for School Based and Adolescent Mentoring Programs, as well as implications for future research on their effects on the mentors are discussed.</p>","abstract_has_math":false,"creators":["Wagner-Fehn, Annemarie"],"institution":null,"degree_name":"M.A. in School Psychology","degree_level":"Thesis","degree_discipline":"Educational Services and Leadership","degree_department":null,"school":null,"contributors":["Dihoff, Roberta"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2007,"date_issued":"2007-05-02T07:00:00Z","date_published":"2007-05-02T07:00:00Z","updated_at":"2026-07-24T04:13:46Z","subjects":["Counseling in secondary education; Mentoring in education","Educational Psychology"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://rdw.rowan.edu/etd/889","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Dihoff, Roberta"]},{"key":"dc:creator","label":"Author","values":["Wagner-Fehn, Annemarie"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.available","label":"Dc Date Available","values":["2016-03-30T07:00:00Z"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Educational Services and Leadership"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Thesis"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.A. in School Psychology"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["Counseling in secondary education; Mentoring in education","Educational Psychology"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier","label":"Identifier","values":["https://rdw.rowan.edu/etd/889"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["The outcome of mentoring programs on the child being mentored has been widely researched in recent years. However, little empirical research has been conducted to determine the effects that these relationships have on the person doing the mentoring. The purpose of this research was to investigate if becoming an adolescent mentor would (a) positively affect high school students' feelings of self-efficacy and (b) affect their communication skills development. Thirteen high school students from Big Brothers Big Sisters School Based Mentoring Program participated in this study. A t-test for paired samples revealed no significant differences between the pre and post test scores on the General Perceived Self-Efficacy Scale or the Communication Skills Questionnaire. Best Practices for School Based and Adolescent Mentoring Programs, as well as implications for future research on their effects on the mentors are discussed.
"]},{"key":"dc:title","label":"Title","values":["The effects of being a mentor on high school students' self-efficacy and communication skills development"]}]}],"canonical_facts":{"dc:contributor":["Dihoff, Roberta"],"dc:creator":["Wagner-Fehn, Annemarie"],"dc:date.available":["2016-03-30T07:00:00Z"],"dc:description.abstract":["The outcome of mentoring programs on the child being mentored has been widely researched in recent years. However, little empirical research has been conducted to determine the effects that these relationships have on the person doing the mentoring. The purpose of this research was to investigate if becoming an adolescent mentor would (a) positively affect high school students' feelings of self-efficacy and (b) affect their communication skills development. Thirteen high school students from Big Brothers Big Sisters School Based Mentoring Program participated in this study. A t-test for paired samples revealed no significant differences between the pre and post test scores on the General Perceived Self-Efficacy Scale or the Communication Skills Questionnaire. Best Practices for School Based and Adolescent Mentoring Programs, as well as implications for future research on their effects on the mentors are discussed.
"],"dc:identifier":["https://rdw.rowan.edu/etd/889"],"dc:subject":["Counseling in secondary education; Mentoring in education","Educational Psychology"],"dc:title":["The effects of being a mentor on high school students' self-efficacy and communication skills development"],"thesis:degree_discipline":["Educational Services and Leadership"],"thesis:degree_level":["Thesis"],"thesis:degree_name":["M.A. in School Psychology"]},"updated_at":"2026-07-24T04:13:46Z"}