THE MEDIATING ROLE OF ENGAGEMENT IN MENTORING RELATIONSHIPS AND SELF-ESTEEM AMONG AFFLUENT ADOLESCENT GIRLS

• Published in: Psychology in the schools Vol. 53; no. 8; pp. 848 - 860
• Main Authors: Liang, Belle, Lund, Terese Jean, Mousseau, Angela M. Desilva, Spencer, Renée
• Format: Journal Article
• Language: English
• Published: Hoboken Blackwell Publishing Ltd 01-09-2016; Wiley-Blackwell; Wiley Subscription Services, Inc
• Subjects: Adolescents; Advantaged; Females; Hypothesis Testing; Learner Engagement; Least Squares Statistics; Mediation Theory; Mentors; Personality Traits; Professional relationships; Regression (Statistics); Secondary School Students; Self Esteem; Stress Variables; Surveys; Teacher Student Relationship
• ISSN: 0033-3085; 1520-6807
• DOI: 10.1002/pits.21949

This study examined the influence of growth‐fostering mentoring relationships on the self‐esteem of adolescent female students from affluent communities. Studies have demonstrated that this population of students is susceptible to psychological distress and self‐esteem problems, due to perfectionistic strivings and achievement pressures. Specifically, we hypothesized that growth‐fostering mentoring relationships (e.g., with teachers and school staff) would be positively associated with self‐esteem. Moreover, we expected that this association would be mediated by engagement in purposeful activities. The authors surveyed 207 girls from two independent secondary schools and found support for the mediation hypothesis. Using an ordinary least squares regression approach, the association between growth‐fostering mentoring relationships and self‐esteem was mediated by youth engagement in purposeful activities. Implications for future research and practice in schools are discussed.