A typology of school-based mentoring relationship quality: Implications for recruiting and retaining volunteer mentors

A critical component of successful mentoring programs is the quality of relationships. In school-based settings, relationship quality measures tend to rely on single, unidimensional indicators reported by one informant. Using data from a school-based sample of both mentors and mentees enrolled in Big Brothers Big Sisters of the Greater Twin Cities (n = 244), we identified multidimensional profiles of mentoring relationships, factors associated with profiles, and associations between profiles and program-related mentor outcomes. Guided by Positive Youth Development concepts, a latent profile analysis identified three profiles based on multi-informant ratings of closeness, communication, engagement, and compatibility: Tough Matches, Tentative Mentors, and Tight Matches. Profile membership was associated with mentors' attitudes toward youth, match expectations, training received, and perceived program support. Profiles were also distinguished by match length and mentor commitment. Tentative mentors and those in tough matches could benefit from targeted practices to increase mentor capacity to connect and engage with mentees.