The Effects of a Mentor on the Achievement and Motivation of At-Risk Ninth Graders

Abstract

The purpose of this study was to determine the effect of a mentoring adult on the achievement and motivation of ninth graders who were identified as at risk for failure. The use of early warning indicators such as attendance, discipline, course failures, and grade point averages (GPA) aided with selection. Students who received a D or E as a final grade in any core course, which was defined as English, mathematics, social studies, science, or foreign language, were included in this study. The study applied a quasi-experimental design which consisted of a pretest, utilizing the School Motivation and Learning Strategies Inventory (SMALSI) to determine a baseline low motivation score. Students’ credit count and cumulative GPA for the first semester of high school were also included as a baseline. Motivation scores on the SMALSI were compared from the pretest and posttest, along with final credit count for the ninth grade. There were gains in both credit count and motivation scores; however, further research should be considered.