"I Trust My Mentor": A Multilevel Model Analysis of the Effect of Strong Mentoring Relationships on Noncognitive Skill Development

• In Event: Mentoring in Schools: The Predictors and Products of High-Quality Relationships

Abstract

Objectives
Academic skills are not the sole predictor of college success (Farrington et. al, 2012). Socio-emotional skills are, in fact, crucial to persisting and being successful in college (Sedlacek, 2004). Unfortunately, most schools do not incorporate these non-academic skills into curricula. Supplemental programs can be a critical intervention in helping students develop additional skills that will help them be successful in college. The purpose of this study is to examine the relationship between the quality of mentoring relationships and growth in non-cognitive skills.

Theoretical Framework
Research shows that one of the most important factors in successful mentoring relationships is the development of a strong relationship (Parra et al, 2002). Additionally, more research has found that skills outside of the academic realm are just as crucial to being successful in college. “Socio-emotional” skills, such as grit, critical thinking, and growth mindset, are not typically taught in a high school classroom, but are imperative to success in postsecondary education (Conley, 2010). Mentoring has the potential to be the successful intervention to help develop these non-cognitive skills. This study contributes to the strength of relationship literature in mentoring by comparing the relationship between strength of personal relationship and growth in non-academic skills. More specifically, do students who have stronger relationships with their mentors show more non-academic skill growth?

Data & Methods
The sample included 2,979 students from 16 different NYC public schools participating in the iMentor program. Additional demographics are presented in Table 1. This study utilized survey data administered at the end of the 2014-2015 academic year. Survey items used for this study include the Strength of Personal Relationship (SPR) and seven non-cognitive skill scales, the alphas of which can be seen in Table 3. The SPR scale was created by iMentor to accurately measure the relationship development of all pairs. By combining questions from other mentoring scales, iMentor created a valid nine question scale that is specific to the iMentor program. This scale was tested for reliability using Cronbach’s alpha (α=.92) (Cronbach, 1951).

Findings & Scholarly Significance
Preliminary results indicate a strong correlation between SPR and non-cognitive skills, demonstrated in table 2. In order to account for potential omitted variable bias and group effects of both school and class, this study will employ a multilevel model analysis to test for whether SPR predicts non-cognitive skill growth while accounting for the fact that students are nested within classes which are nested within schools.
Although many have illuminated the importance of strong relationships in general, little evidence has been found on the direct impact on student’s non-cognitive skill development. Because of the aforementioned importance of socio-emotional skills on college success, this paper identify how interventions such as iMentor can help more low-income students be successful in college, helping to educate our rapidly diversifying population.

Author

• Leah Glass, iMentor