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首页> 外文期刊>Journal of community psychology >USING VOLUNTEER MENTORS TO IMPROVE THE ACADEMIC OUTCOMES OF UNDERSERVED STUDENTS: THE ROLE OF RELATIONSHIPS
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USING VOLUNTEER MENTORS TO IMPROVE THE ACADEMIC OUTCOMES OF UNDERSERVED STUDENTS: THE ROLE OF RELATIONSHIPS

机译：使用自愿者辅导员改善未得到充分教育的学生的学术成果：关系的作用

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摘要

Schools can benefit from understanding how to use community volunteers to achieve academic goals. A randomized control evaluation, involving 1,139 students from 71 schools, of the school-based mentoring program of Big Brothers Big Sisters of America found modest but statistically significant improvements in the teacher-rated academic performance and self-reported scholastic efficacy of mentored students. The present study explores the causal mechanism behind these effects. We find that a close relationship between mentor and protege appears key to better academic outcomes. Because relationship closeness is not randomly assigned, we use two-stage least squares and other methods to control for potential selection bias. The role of emotional closeness as a mediator of program effects is evident across mentoring relationships of various lengths and statuses. Students were more likely to feel close to their mentors in programs that included weekly meetings and opportunities for mentor-protege pairs to interact outside of a large-group setting.
机译：通过了解如何使用社区志愿者来实现学术目标，学校可以从中受益。美国“大兄弟大姐姐”校本辅导计划的一项随机对照评估涉及71个学校的1,139名学生，发现教师评估的学业成绩和自我报告的受辅导学生的学业成绩有适度但有统计学意义的显着提高。本研究探讨了这些影响背后的因果机制。我们发现，导师和专业之间的密切关系似乎是取得更好的学术成果的关键。由于关系的亲密性不是随机分配的，因此我们使用两阶段最小二乘法和其他方法来控制潜在的选择偏差。在各种长度和状态的指导关系中，情感亲密关系作为程序效果的中介者的作用显而易见。在计划中，包括每周一次的会议和机会，让导师与门生在大团体之外互动的机会更大，学生更可能与导师保持亲密接触。

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