The effectiveness of school mentoring in promoting the socioemotional and instrumental development of youngsters

Detalhes bibliográficos
Autor(a) principal: Simões, Francisco
Data de Publicação: 2011
Outros Autores: Alarcão, Madalena
Tipo de documento: Artigo
Idioma: por
Título da fonte: Educação e Pesquisa
Texto Completo: https://www.revistas.usp.br/ep/article/view/28288
Resumo: The present article is a survey of the literature on the effectiveness of school mentoring programs in promoting the socioemotional and instrumental development of youngsters. It starts with a comparison between the most significant empirical investigations on the subject. From such analysis it is possible to observe that the results attributed to mentoring programs are contradictory and tend to be of reduced magnitude. Various methodological weaknesses seem to affect the results obtained in the majority of the works analyzed, amongst which the reduced size of samples and the lack of experimental control of the inherent variability of the subjects. Alongside these methodological limitations, the literature survey carried out here also allowed to identify important variations in the structure of the school mentoring programs, and an uneven weighing of the parameters defining good practices. All these factors seem to make it difficult to obtain solid results about the effectiveness of the kind of school intervention. The recommendations made here for future investigations on this theme include conducting more studies with inferential power about well-structured programs, a greater care in the definition of investigation plans, and the consideration of the teacher as a figure capable of accumulating the function of mentor, contrary to what happens in programs developed in Anglo-Saxon countries.
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spelling The effectiveness of school mentoring in promoting the socioemotional and instrumental development of youngsters A eficácia da mentoria escolar na promoção do desenvolvimento socioemocional e instrumental de jovens Mentoria escolarDesenvolvimento socioemocionalDesenvolvimento instrumentalEficáciaSchool mentoringSocioemotional developmentInstrumental developmentEffectiveness The present article is a survey of the literature on the effectiveness of school mentoring programs in promoting the socioemotional and instrumental development of youngsters. It starts with a comparison between the most significant empirical investigations on the subject. From such analysis it is possible to observe that the results attributed to mentoring programs are contradictory and tend to be of reduced magnitude. Various methodological weaknesses seem to affect the results obtained in the majority of the works analyzed, amongst which the reduced size of samples and the lack of experimental control of the inherent variability of the subjects. Alongside these methodological limitations, the literature survey carried out here also allowed to identify important variations in the structure of the school mentoring programs, and an uneven weighing of the parameters defining good practices. All these factors seem to make it difficult to obtain solid results about the effectiveness of the kind of school intervention. The recommendations made here for future investigations on this theme include conducting more studies with inferential power about well-structured programs, a greater care in the definition of investigation plans, and the consideration of the teacher as a figure capable of accumulating the function of mentor, contrary to what happens in programs developed in Anglo-Saxon countries. O presente artigo constitui uma revisão da literatura acerca da eficácia dos programas de mentoria escolar na promoção do desenvolvimento socioemocional e instrumental de jovens. Para tal, procedeu-se a uma comparação entre as investigações empíricas mais significativas sobre o assunto. A partir dessa análise, é possível verificar que os resultados atribuídos a programas de mentoria são contraditórios e, tendencialmente, de magnitude reduzida. Diversas fragilidades metodológicas parecem afectar os resultados obtidos na maior parte dos trabalhos avaliados, entre as quais se destacam o tamanho reduzido das amostras e a inexistência de controlo experimental da variabilidade inerente aos sujeitos. A par das limitações metodológicas, a revisão de literatura efectuada permitiu ainda identificar variações importantes na estruturação dos próprios programas de mentoria escolar e uma ponderação inconsistente de variáveis definidoras de boas práticas. Todos esses factores parecem dificultar a obtenção de conclusões sólidas sobre a eficácia desse tipo de intervenção em meio escolar. A realização de mais estudos, com poder inferencial, sobre programas bem estruturados, um maior cuidado na definição dos planos de investigação e a consideração do professor como figura habilitada ao desempenho cumulativo das funções de mentor, ao contrário do que sucede em programas desenvolvidos em países anglo-saxónicos, são algumas das recomendações a seguir em futuras investigações sobre essa temática. Universidade de São Paulo. Faculdade de Educação2011-08-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.revistas.usp.br/ep/article/view/2828810.1590/S1517-97022011000200009Educação e Pesquisa; v. 37 n. 2 (2011); 339-354Educação e Pesquisa; Vol. 37 No. 2 (2011); 339-354Educação e Pesquisa; Vol. 37 Núm. 2 (2011); 339-3541678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPporhttps://www.revistas.usp.br/ep/article/view/28288/30135Copyright (c) 2017 Educação e Pesquisainfo:eu-repo/semantics/openAccessSimões, FranciscoAlarcão, Madalena2014-10-24T15:49:12Zoai:revistas.usp.br:article/28288Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2014-10-24T15:49:12Educação e Pesquisa - Universidade de São Paulo (USP)false
dc.title.none.fl_str_mv The effectiveness of school mentoring in promoting the socioemotional and instrumental development of youngsters
A eficácia da mentoria escolar na promoção do desenvolvimento socioemocional e instrumental de jovens
title The effectiveness of school mentoring in promoting the socioemotional and instrumental development of youngsters
spellingShingle The effectiveness of school mentoring in promoting the socioemotional and instrumental development of youngsters
Simões, Francisco
Mentoria escolar
Desenvolvimento socioemocional
Desenvolvimento instrumental
Eficácia
School mentoring
Socioemotional development
Instrumental development
Effectiveness
title_short The effectiveness of school mentoring in promoting the socioemotional and instrumental development of youngsters
title_full The effectiveness of school mentoring in promoting the socioemotional and instrumental development of youngsters
title_fullStr The effectiveness of school mentoring in promoting the socioemotional and instrumental development of youngsters
title_full_unstemmed The effectiveness of school mentoring in promoting the socioemotional and instrumental development of youngsters
title_sort The effectiveness of school mentoring in promoting the socioemotional and instrumental development of youngsters
author Simões, Francisco
author_facet Simões, Francisco
Alarcão, Madalena
author_role author
author2 Alarcão, Madalena
author2_role author
dc.contributor.author.fl_str_mv Simões, Francisco
Alarcão, Madalena
dc.subject.por.fl_str_mv Mentoria escolar
Desenvolvimento socioemocional
Desenvolvimento instrumental
Eficácia
School mentoring
Socioemotional development
Instrumental development
Effectiveness
topic Mentoria escolar
Desenvolvimento socioemocional
Desenvolvimento instrumental
Eficácia
School mentoring
Socioemotional development
Instrumental development
Effectiveness
description The present article is a survey of the literature on the effectiveness of school mentoring programs in promoting the socioemotional and instrumental development of youngsters. It starts with a comparison between the most significant empirical investigations on the subject. From such analysis it is possible to observe that the results attributed to mentoring programs are contradictory and tend to be of reduced magnitude. Various methodological weaknesses seem to affect the results obtained in the majority of the works analyzed, amongst which the reduced size of samples and the lack of experimental control of the inherent variability of the subjects. Alongside these methodological limitations, the literature survey carried out here also allowed to identify important variations in the structure of the school mentoring programs, and an uneven weighing of the parameters defining good practices. All these factors seem to make it difficult to obtain solid results about the effectiveness of the kind of school intervention. The recommendations made here for future investigations on this theme include conducting more studies with inferential power about well-structured programs, a greater care in the definition of investigation plans, and the consideration of the teacher as a figure capable of accumulating the function of mentor, contrary to what happens in programs developed in Anglo-Saxon countries.
publishDate 2011
dc.date.none.fl_str_mv 2011-08-01
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://www.revistas.usp.br/ep/article/view/28288
10.1590/S1517-97022011000200009
url https://www.revistas.usp.br/ep/article/view/28288
identifier_str_mv 10.1590/S1517-97022011000200009
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://www.revistas.usp.br/ep/article/view/28288/30135
dc.rights.driver.fl_str_mv Copyright (c) 2017 Educação e Pesquisa
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2017 Educação e Pesquisa
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade de São Paulo. Faculdade de Educação
publisher.none.fl_str_mv Universidade de São Paulo. Faculdade de Educação
dc.source.none.fl_str_mv Educação e Pesquisa; v. 37 n. 2 (2011); 339-354
Educação e Pesquisa; Vol. 37 No. 2 (2011); 339-354
Educação e Pesquisa; Vol. 37 Núm. 2 (2011); 339-354
1678-4634
1517-9702
reponame:Educação e Pesquisa
instname:Universidade de São Paulo (USP)
instacron:USP
instname_str Universidade de São Paulo (USP)
instacron_str USP
institution USP
reponame_str Educação e Pesquisa
collection Educação e Pesquisa
repository.name.fl_str_mv Educação e Pesquisa - Universidade de São Paulo (USP)
repository.mail.fl_str_mv ||revedu@usp.br
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