The effects of informal mentoring on adolescent development
- Publication Type:
- Thesis
- Issue Date:
- 2010
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Teens growing up through the stormy adolescent years have found refuge in adults who
have been available to give guidance and practical help to them. Previous research has
demonstrated the positive effects of formal mentoring on various areas of adolescent
growth. Informal or natural mentoring relationships which have been in operation for
centuries have received less attention.
The present study investigates the impact of informal mentoring on adolescent
development at an international school in Hong Kong by using both a quantitative and
qualitative approach. The research questions included whether or not growth in
adolescents correlates with having experienced informal mentoring relationships, and if
so, which areas of adolescent growth are affected. Additionally, the processes, qualities,
and contents of informal mentoring that makes it work are explored. Participants (n =
163, aged around 18) self-selected into groups ranging from ‘much mentored’ to ‘not
mentored’. The variables representing positive growth were peer relations and parent
relations, measured by the Inventory of Parent and Peer Attachment (IPPA), perception
of scholastic competence measured by the Self-Perception Profile for Adolescents
(SPPA), actual academic achievement, and global self worth also measured by the
SPPA. Descriptive data on the development and nurturing of mentoring relationships
were collected through a questionnaire completed by students and extensive interviews
conducted with seven participants.
Correlations were found between having experienced informal mentoring and positive
relationships with parents, while no significant differences were found for the other
variables. Teenagers who were mentored had better relationships with their parents as
they demonstrated higher attachments to mother and father, less alienation from mother
and better communication with both parents. This study confirmed that informal
mentoring makes a positive difference in the development of young people. Most of the
participants were able to access one or more informal mentors through their natural
network, and both the adult and youth were responsible for starting and developing the
relationship. Informal mentors, including parents, aunts and teachers, helped teens in
various areas of growth. Findings of the study support some of the existing theories on
key mentoring processes including empathy, authenticity, instrumental mentoring,
cognitive development and other interrelated processes proposed by researchers such as
Rhodes, Karcher and Spencer.
Implications for youth, adults, and program policies were explored. This study also
began to discuss the relationship between Chinese (Asian) culture and the processes of
informal mentoring, introducing further opportunities for research on culture and
mentoring.
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