Rural seventh-grade mentees receiving cross-age peer mentoring showed a statistically significant increase on the "Self-in-Future" connectedness subscale¶

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? The difference between mentoring group participants' pre- and post-test mean scores on the "Self-in-Future" subscale was statistically significant (p = .008). → 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

T-test analysis in the Results section of the quasi-experimental study (experimental n = 28) found the "Self-in-Future" subscale pre/post difference "did display a statistically significant value (.008)"; no effect size is printed.

"The difference between mentoring group participants' pre- and post-test mean scores for "Self-in-Future" subscale score did display a statistically significant value (.008)."

Discussion¶

Learner Variables¶

• Belonging — outcome: instruction changes it

Related Claims¶

• 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 — related
• The literature reviewed attributes protective academic and behavioral benefits to positive school connectedness — related