Identifier

etd-06282013-160141

Degree

Doctor of Philosophy (PhD)

Department

Psychology

Document Type

Dissertation

Abstract

Two studies investigated the effectiveness of the Reciprocal Peer Mentoring intervention in improving the prosocial behavior of socially neglected elementary school students as measured by a Direct Behavior Rating filled out by their teachers. Reciprocal Peer Mentoring uses the methodological framework of the Check-In/Check-Out intervention (e.g. Hawken & Horner, 2003), but expands on it by using peers as mentors, adding a reciprocity component, focusing on prosocial behavior, and targeting socially neglected students. In Study 1, the effectiveness of Nonreciprocal Peer Mentoring was examined, as popular peers served as mentors for neglected peers. In Study 2, neglected or rejected students mentored each other, thereby improving each other’s behavior. Taken together, the results of the studies suggest that Reciprocal Peer Mentoring is an effective and efficient method of improving the social skills of socially neglected students.

Date

2013

Document Availability at the Time of Submission

Release the entire work immediately for access worldwide.

Committee Chair

Gresham, Frank

DOI

10.31390/gradschool_dissertations.583

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Psychology Commons

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