Mentoring, a common support practice for middle schoolers, can have varying effects on student academic and behavioral outcomes depending on the type of mentoring and quality of relationship formed. Although research has examined mentees' perception of relationship quality in mentoring relationships, fewer studies have looked at both mentor and mentee reports. The present study aims to explore how the interaction of mentor and mentee perceptions of the relationship quality is associated with student academic and behavioral outcomes. Major findings include the significant association between mentor-reported relationship quality and academic outcomes for mentees, as well as some associations mentee- and mentor-reported relationship quality and behavioral outcomes. Results illustrate the importance of training in mentoring programs, as well as how mentee- versus mentor-report of the relationship may impact outcomes in distinct ways. This study can improve understanding of mentor-mentee relationships, which may improve student academic and behavioral outcomes.
Keywords: attunement; middle school; outcomes; relationship quality; school-based mentoring.
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