Empathy, cognitive functioning, and prosocial behavior in mentored children.

IF 3.4 3区 心理学 Q1 PSYCHOLOGY, DEVELOPMENTAL
Tina Braun, Timo von Oertzen
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引用次数: 2

Abstract

Assessing the effect mentors have on their mentees is methodologically challenging: most programs merely provide relatively short mentoring durations (typically in the range of 1 year), age ranges are usually rather small, and examining dyads with anything other than questionnaires has proven to be challenging in the past. Thus, although some excellent causal studies do exist, in general causal research is limited in the field and studies are opened up to social desirability. Using a controlled laboratory setting, the current study investigates the causal effect of a mentor's presence on the mentee's empathic accuracy, cognitive functioning, and prosocial behavior. The sample is characterized by a wide age range for mentees and long mentoring durations. Results support the hypothesis that mentees' performance is improved in all three domains when their mentor is present as compared to when their mentor is absent. Furthermore, mentoring duration was positively associated with the mentee's cognitive functioning when controlling for the mentee's age. The current findings extend our knowledge of the benefits of youth mentoring programs and demonstrate the necessity to include laboratory research when investigating mentoring dyads.

辅导儿童的共情、认知功能和亲社会行为。
评估导师对其学员的影响在方法上具有挑战性:大多数项目只提供相对较短的指导时间(通常在1年的范围内),年龄范围通常相当小,而且在过去,除了问卷调查之外,用任何其他方法来检查二人组都被证明是具有挑战性的。因此,虽然确实存在一些优秀的因果研究,但总的来说,因果研究在该领域是有限的,研究是开放的社会可取性。本研究采用受控实验室环境,探讨导师的存在对学员共情准确性、认知功能和亲社会行为的因果影响。样本的特点是学员的年龄范围广,指导时间长。结果支持这样的假设,即当导师在场时,学员在这三个领域的表现都比导师不在场时有所提高。此外,在控制学员年龄的情况下,辅导时间与学员的认知功能呈正相关。目前的研究结果扩展了我们对青年指导计划的好处的认识,并证明了在调查指导双人组时包括实验室研究的必要性。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
CiteScore
7.70
自引率
3.60%
发文量
34
期刊介绍: The mission of New Directions for Child and Adolescent Development is to provide scientific and scholarly presentations on cutting edge issues and concepts in the field of child and adolescent development. Each issue focuses on a specific new direction or research topic, and is peer reviewed by experts on that topic. Any topic in the domain of child and adolescent development can be the focus of an issue. Topics can include social, cognitive, educational, emotional, biological, neuroscience, health, demographic, economical, and socio-cultural issues that bear on children and youth, as well as issues in research methodology and other domains. Topics that bridge across areas are encouraged, as well as those that are international in focus or deal with under-represented groups. The readership for the journal is primarily students, researchers, scholars, and social servants from fields such as psychology, sociology, education, social work, anthropology, neuroscience, and health. We welcome scholars with diverse methodological and epistemological orientations.
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