C. Marino, M. Santinello, Michela Lenzi, Paolo Santoro, Marisa Bergamin, M. Gaboardi, A. Calcagnì, G. Altoé, Douglas D. Perkins
{"title":"Can Mentoring Promote Self-esteem and School Connectedness? An Evaluation of the Mentor-UP Project","authors":"C. Marino, M. Santinello, Michela Lenzi, Paolo Santoro, Marisa Bergamin, M. Gaboardi, A. Calcagnì, G. Altoé, Douglas D. Perkins","doi":"10.5093/PI2019A13","DOIUrl":null,"url":null,"abstract":"espanolRESUMEN La investigacion en EE.UU. ha demostrado que la mentoria juvenil es una estrategia prometedora para aumentar la autoestima y la conexion escolar en jovenes en situacion de riesgo. Sin embargo, ha habido escasa confirmacion de estos hallazgos a nivel internacional. El estudio actual evalua el impacto de la mentoria por parte de estudiantes universitarios capacitados en autoestima y conexion escolar de los ninos en comparacion con los companeros de escuela que no participaron en el programa. Mentor-UP es un programa de mentoria semanal llevado a cabo en la escuela y la comunidad que se implemento en el norte de Italia durante un periodo de siete meses. Los participantes (209 estudiantes, 34 en el grupo experimental y 175 en el grupo de comparacion de edades comprendidas entre 11 y 13 anos, 56% hombres, 27% inmigrantes) informaron de su nivel de autoestima y conexion escolar al principio y al final del programa. Los resultados mostraron un aumento significativo en la autoestima de los ninos mentorizados en comparacion con el grupo de control, mientras que la diferencia en la conexion escolar no fue significativa. Los hallazgos respaldan la efectividad de Mentor-UP para fomentar la autoestima de los jovenes. EnglishABSTRACT Research in the United States has shown that youth mentoring is a promising strategy for increasing self-esteem and school connectedness in at-risk youth. There has been little confirmation of those findings internationally. The current study evaluates the impact of mentoring by trained university students on children’s self-esteem and school connectedness compared to schoolmates not involved in the program. Mentor-UP is a school- and community-based weekly mentoring program implemented in northern Italy over a period of seven months. Participants (209 students – 34 in the experimental group and 175 in the comparison group – aged between 11 and 13, 56% male, 27% immigrants) reported their levels of self-esteem and school connectedness at the beginning and at the end of the program. Results showed a significant increase in mentees’ self-esteem compared to the control group, while the difference in school-connectedness was nonsignificant. The findings support the effectiveness of Mentor-UP in nurturing youth’s self-esteem.","PeriodicalId":51641,"journal":{"name":"Psychosocial Intervention","volume":null,"pages":null},"PeriodicalIF":3.6000,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"11","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Psychosocial Intervention","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.5093/PI2019A13","RegionNum":1,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"PSYCHOLOGY, MULTIDISCIPLINARY","Score":null,"Total":0}
引用次数: 11
Abstract
espanolRESUMEN La investigacion en EE.UU. ha demostrado que la mentoria juvenil es una estrategia prometedora para aumentar la autoestima y la conexion escolar en jovenes en situacion de riesgo. Sin embargo, ha habido escasa confirmacion de estos hallazgos a nivel internacional. El estudio actual evalua el impacto de la mentoria por parte de estudiantes universitarios capacitados en autoestima y conexion escolar de los ninos en comparacion con los companeros de escuela que no participaron en el programa. Mentor-UP es un programa de mentoria semanal llevado a cabo en la escuela y la comunidad que se implemento en el norte de Italia durante un periodo de siete meses. Los participantes (209 estudiantes, 34 en el grupo experimental y 175 en el grupo de comparacion de edades comprendidas entre 11 y 13 anos, 56% hombres, 27% inmigrantes) informaron de su nivel de autoestima y conexion escolar al principio y al final del programa. Los resultados mostraron un aumento significativo en la autoestima de los ninos mentorizados en comparacion con el grupo de control, mientras que la diferencia en la conexion escolar no fue significativa. Los hallazgos respaldan la efectividad de Mentor-UP para fomentar la autoestima de los jovenes. EnglishABSTRACT Research in the United States has shown that youth mentoring is a promising strategy for increasing self-esteem and school connectedness in at-risk youth. There has been little confirmation of those findings internationally. The current study evaluates the impact of mentoring by trained university students on children’s self-esteem and school connectedness compared to schoolmates not involved in the program. Mentor-UP is a school- and community-based weekly mentoring program implemented in northern Italy over a period of seven months. Participants (209 students – 34 in the experimental group and 175 in the comparison group – aged between 11 and 13, 56% male, 27% immigrants) reported their levels of self-esteem and school connectedness at the beginning and at the end of the program. Results showed a significant increase in mentees’ self-esteem compared to the control group, while the difference in school-connectedness was nonsignificant. The findings support the effectiveness of Mentor-UP in nurturing youth’s self-esteem.
期刊介绍:
Psychosocial Intervention is a peer-reviewed journal that publishes papers in all areas relevant to psychosocial intervention at the individual, family, social networks, organization, community, and population levels. The Journal emphasizes an evidence-based perspective and welcomes papers reporting original basic and applied research, program evaluation, and intervention results. The journal will also feature integrative reviews, and specialized papers on theoretical advances and methodological issues. Psychosocial Intervention is committed to advance knowledge, and to provide scientific evidence informing psychosocial interventions tackling social and community problems, and promoting social welfare and quality of life. Psychosocial Intervention welcomes contributions from all areas of psychology and allied disciplines, such as sociology, social work, social epidemiology, and public health. Psychosocial Intervention aims to be international in scope, and will publish papers both in Spanish and English.