To evaluate the impact of school-based mentoring for adolescents (11-18 years) on academic performance, attendance, attitudes, behavior, and self-esteem.
A systematic review and meta-analysis. The authors searched 12 databases from 1980 to 2011. Eight studies with 6,072 participants were included, 6 were included in meta-analysis. Studies were assessed using the Cochrane Collaboration Risk of Bias Tool.
Across outcomes, effect sizes were very small (random effects), and most were not significant. The magnitude of the largest effect (for self-esteem) was close to zero, g = 0.09, [0.03, 0.14].
The mentoring programs included in this review did not reliably improve any of the included outcomes. Well-designed programs implemented over a longer time might achieve positive results.
(PsycINFO Database Record (c) 2013 APA, all rights reserved) (journal abstract).
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