Putting School-Based Mentors' Experience into Context: A Mixed-Methods Cross-Country Comparison

Autor/inn/en	Bufali, Maria Vittoria; Morton, Alec; Connelly, Graham
Titel	Putting School-Based Mentors' Experience into Context: A Mixed-Methods Cross-Country Comparison
Quelle	In: International Journal of Mentoring and Coaching in Education, 12 (2023) 3, S.251-266 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bufali, Maria Vittoria)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2046-6854
DOI	10.1108/IJMCE-09-2022-0080
Schlagwörter	Mentors; Cross Cultural Studies; Cultural Differences; Foreign Countries; Adults; Volunteers; Attitudes; Role; Participation; Interpersonal Relationship; Empowerment; Youth; At Risk Persons; Self Efficacy; United Kingdom (Scotland); Italy + Suchen Sie Ihr Suchwort? Cultural comparison; Kulturvergleich; Kultureller Unterschied; Ausland; Freiwilliger; Attitude; Einstellung; Verhalten; Rollen; Teilnahme; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Jugend; Jugendlicher; Jugendalter; Risikogruppe; Self-efficacy; Selbstwirksamkeit; Italien
Abstract	Purpose: Cross-national research on cultural differences can help understand what drives, in differing contexts, mentors' commitment to school-based mentoring programs. This comparative study aims to explore whether adult volunteers, from Scotland and Italy, experience being mentors of vulnerable youth differently. Design/methodology/approach: Data from interviews (n = 20) and questionnaires (n = 114) were used to test hypotheses concerning volunteer mentors' perceptions of their role and abilities, as well as motives for participation. According to cross-cultural theories, Scottish mentors should be more likely to identify mentoring with establishing friendly relationships with mentees and promoting youth self-empowerment. They should also be more self-confident and value-driven as volunteers. Findings: Despite the mixed support for the assumptions concerning how the mentor role is conceived, Scottish mentors were less likely than Italians to doubt their abilities and more driven by other-focused and generative concerns. Originality/value: The study reveals significant variations in how volunteers from countries featuring different welfare regimes and cultural orientations experience mentoring. The research advances the understanding of how culturally sensitive approaches can foster mentors' engagement. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01