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dc.contributor.authorSucharda, Barbara
dc.date.accessioned2022-07-11T17:26:38Z
dc.date.available2022-07-11T17:26:38Z
dc.date.created1993
dc.date.issued1993
dc.identifier.urihttps://dspace.carthage.edu/handle/20.500.13007/12452
dc.description.abstractThe purpose of this study was to determine whether or not mentoring programs have positive effects on students who are at-risk. Using a pre-test and a post-test design and comparing the results along with each of the four grading period results, it was determined that students who had mentors for that 1990-1991 and 1991-1992 school years scored higher than those students who were not part of the mentor program. In addition, in the opinion of those who worked with them, the mentored students had increased self-esteem, increased self-confidence, and fewer than expected suspensions. Also, there were more positive attitudes on the part of the teachers and mentors toward these students. Generally, there was a better adjustment in appropriate school behavior by these students. It was concluded that the Mentor Program resulted in positive effects for the students who were at-risk.en_US
dc.subjectat-risken_US
dc.subjecteducationen_US
dc.subjectmentoren_US
dc.titleThe Positive Effects of Mentor Programs on Students Who Are At-Risken_US
dc.typeThesisen_US


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