ABSTRACT
Volunteer mentoring programs have been advocated increasingly as a means of promoting the academic achievement of adolescents who may be at risk for school failure. A national evaluation of Big Brothers Big Sisters programs found that in addition to positive changes in grades, perceived scholastic competence, truancy rates, and substance use, mentored youth were more likely than nonmentored youth to report improved parent and peer relationships. Improvements in parental relationships, in turn, can promote improvements in a wide array of outcomes, including the adolescents' self-worth, scholastic competence, prosocial behavior, and academic outcomes. Lau and Leung found that better parental relationships were associated with higher levels of academic achievement and self-esteem and lower levels of delinquent behavior. Mentor relationships are expected to improve adolescents' more proximal, parental relationships, which in turn, should positively influence the adolescents' global self-worth, perceived scholastic competence, school value, grades, and attendance.
