2006/10/05 by Jean E. Rhodes, Renée Spencer, Thomas E. Keller +3
Psychology · Social Sciences · #Education, Achievement, and Giftedness #Mentoring and Academic Development #Youth Development and Social Support
paper · doi:10.1002/jcop.20124
crossref issued 2006/10/05 · crossref published 2006/10/05 · crossref published-online 2006/10/05 · openalex publication_date 2006/10/05 · crossref created 2006/10/06 · crossref published-print 2006/11/01 · crossref deposited 2024/02/07 · openalex created_date 2025/10/10 · openalex updated_date 2026/08/01 · crossref indexed 2026/08/01
Abstract Anecdotal reports of the protective qualities of mentoring relationships for youth are corroborated by a growing body of research. What is missing, however, is research on the processes by which mentors influence developmental outcomes. In this article, we present a conceptual model of the mentoring process along with a delineation of some of the current research on what makes for more effective mentoring relationships. A set of recommendations for future research is offered. © 2006 Wiley Periodicals, Inc.