Search results for: Jacobi Jennifer
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Is mentoring throughout the fourth and fifth grades associated with improved psychosocial functioning in children?
The article explores whether mentoring of fourth and fifth grade students influences depression, self-concept, anxiety and relationship with parents and peers. 31 mentored children were examined during an 18-month period, along with 22 non-mentored children. Results reveal that although mentored students showed improvement in self-concept and anxiety, neither mentored nor non-mentored students showed improvement in either depression or relationships.
Updated: Mar. 20, 2008