A nine-week cross-age peer mentoring program did not produce statistically significant increases in global school connectedness among rural middle school mentees, though mean scores rose in both groups¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2016 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

q2 i? Seventh-grade mentees in the experimental (mentoring) group showed increases in global MAC scores from pre- to post-test that were not statistically significant, while the waitlist control group also increased. → Kraus 2016

Evidence¶

Kraus 2016¶

Kraus, S. E. C., & Cleveland, R. E. (2016). The Effects of a Cross-age Peer Mentoring Program on School Connectedness with Rural Populations. Georgia School Counselor Association Journal. https://eric.ed.gov/?id=EJ1140852

q2 · i? · causal · r1

Quasi-experimental pre/post study of 47 seventh-grade mentees (treatment homeroom n = 28, waitlist control n = 19) in a rural 100% FRL Georgia school; t-tests compared mentoring and non-mentoring groups' Hemingway MAC global scores. The article reports "scores for the experimental group were not statistically significant."

"While both groups saw increases in mean differences, scores for the experimental group were not statistically significant."

Discussion¶

Learner Variables¶

• Belonging — outcome: instruction changes it

Related Claims¶

• Rural seventh-grade mentees receiving cross-age peer mentoring showed a statistically significant increase on the \"Self-in-Future\" connectedness subscale — related
• The literature reviewed attributes protective academic and behavioral benefits to positive school connectedness — a broader claim this one bears on