Search results for: Gilles Andrew W.

In this study, the authors examined mentors working with at-risk youth in a school-based mentoring program. The authors examined changes in mentor perceptions, motives, and efficacy. The findings reveal that mentors were highly motivated to gain experience. Mentors were less motivated to gain recognition and increase creativity. In addition to motives, the authors considered mentors’ expectations about the relationship. They found that mentors’ initial expectations were not related to mentor satisfaction with the experience, perceived costs or benefits, and time spent mentoring.