The Effect of Cross-Age Mentoring on Elementary Students Disruptive Behavior
Loading...
Links to Files
Permanent Link
Collections
Author/Creator
Author/Creator ORCID
Date
2015-08
Type of Work
Department
Program
Citation of Original Publication
Rights
Collection may be protected under Title 17 of the U.S. Copyright Law. To obtain information or permission to publish or reproduce, please contact the Goucher Special Collections & Archives at 410-337-6347 or email archives@goucher.edu.
Abstract
The purpose of this study was to determine whether a six-week cross-age mentoring
program could impact the disruptive behavior of first and second graders (N = 10). The
measurement tool was the appropriate learning behavior score, which was based off of
items on students’ report cards. This study involved the use of a pretest/posttest design to
compare data from the third quarter report card (before the intervention was
administered) to data from May of 2015 (after the intervention was complete). The
students had significantly higher post-intervention appropriate learning behavior scores
(Mean = 11.00, SD = 3.09) than pre-intervention appropriate learning behavior scores
(Mean = 9.90, SD = 2.51) [t (9) = 2.91, p = .017]. Implications of the findings are
discussed. Research in the area of cross-age mentoring programs should continue given
the lack of research in this particular type of mentoring especially in the elementary
setting.