Building blocks for a happy life: Longitudinal associations between early life income, mentorship and later well-being.

Longitudinal data from the Panel Study of Income Dynamics (PSID; N = 2996) were used to test hypotheses about the link between well-being and financial and social developmental resources. Results suggest that higher average family income from birth to age 18, and personal and professional mentoring received between 17 and 30, were positively associated with indicators of positive well-being and negatively related to negative indicators of well-being. Interactions between early life family income and mentoring during emerging adulthood were not significant predictors of any of the well-being outcomes. In all cases, the magnitudes of the coefficients became larger when simultaneously accounting for early life income, emerging adulthood mentoring, and their interactions-suggesting that financial and social resources in earlier life are independently linked to later life well-being. Findings highlight that mentoring received in emerging adulthood benefits downstream hedonic and eudemonic well-being, regardless of financial resources.

One of these things is not like the other: Predictors of core and capital mentoring in adolescence.

Informal mentoring has many demonstrated impacts on young people, including increased educational attainment, economic mobility, and both physical and mental health. Emerging work on a typology within informal mentoring suggests that "core" mentors are often extended family members and provide emotional support, while "capital" mentors are connected to formal institutions and provide valued advice and social capital. The present paper contributes to this emerging body of work by examining which qualities of a young person and their environment lead to core versus capital mentoring using a nationally representative sample of youth (N = 4226). Using both a series of regression analyses and conditional inference trees, findings demonstrate the importance of racial-ethnic identity and socioeconomic status. Peabody Picture Vocabulary score, a likely indicator of socioeconomic resources, was consistently a robust indicator of capital mentoring. Implications for both practice and research are discussed.

Reflecting on an Academic Career: Associations Between Past Mentoring Investments and Career Benefits.

Receiving mentoring is positive associated with lasting career benefits for academic protégés; however, less is known about the connection to long-term career gains for mentors. In this study national sample of retired academics were surveyed to examine the associations between past mentoring behaviors and current evaluations of their careers. Participants (N=277) were on average 73.6 (SD=6.2) years old with 34.9 (SD=8.0) years of occupational tenure and 7.7 (SD=5.8) years post-retirement. Structural equation modeling results demonstrated that having more protégés (ß=.19, p=.024) and engaging in more mentoring behaviors (ß=.18, p=.027) were associated with objective career achievements. However, mentoring behaviors, and not the number of protégés, were linked to subjective career achievements (ß=.33, p<.001). Interestingly, previous mentoring experiences were not related to career satisfaction. While prior research demonstrates that mentors experience short-term benefits from mentoring, the present study's findings suggest that mentors may also experience long-term objective and subjective career benefits.

Medium Matters: A Decade of Media Consumption Predicts Positive and Negative Dimensions of Self-Perceptions of Aging.

OBJECTIVES: Media consumption over time is suggested to be a significant contributor to how people develop their self-perceptions of aging (SPA); however, this association has only been investigated with cross-sectional methodologies. The current study used growth curve modeling to examine the influence of 10 years of television, newspaper, radio, and book consumption on positive and negative dimensions of SPA. METHODS: Growth curve modeling on 4 waves of data from the German Aging Survey (N = 2,969), a population-based representative survey of adults aged 40-95, was used to examine the longitudinal associations between media consumption and SPA trajectories. RESULTS: Across 10 years, more television intake (B = -0.58, 95% CI [-0.94, -0.21]) was associated with lower perceptions of continuous growth. Inversely, greater book (B = 0.10, 95% CI [0.06, 0.13]) and radio (B = 0.52, 95% CI [0.29, 0.74]) consumption was significantly linked to higher perceptions of continuous growth. In parallel, more television (B = 0.88, 95% CI [0.52, 1.25]) and newspaper consumption (B = 0.46, 95% CI [0.04, 0.88]) was associated with higher perceptions of physical decline, while greater radio (B = -0.40, 95% CI [-0.64, -0.16]) and book (B = -0.05, 95% CI [-0.09, -0.00]) consumption was associated with lower perceptions of physical decline. DISCUSSION: This study provides longitudinal evidence for the relationship between media consumption and SPA. However, not all types of media intake are negative as radio and book consumption were associated with better SPA across time. Age-group differences were investigated and are discussed in the Supplementary Materials.

Naturally Occurring Mentorship in a National Sample of First-Generation College Goers: A Promising Portal for Academic and Developmental Success.

Attending college is increasingly important to compete in this global world; however, young people whose parents did not attend college are significantly less likely to enroll in and finish college. Formal programs to support first-generation college goers are common, but not scalable to provide support to all young people who need it. Instead, mentoring that naturally occurs on these students' journeys into and out of college may be a more practical avenue for supporting their success. This study investigated the role community members, relatives, and educators play in first-generation college goers' educational outcomes. Data from 4,181 participants of the National Longitudinal Study of Adolescent and Adult Health were used to test differences in supports received between first-generation, continuing-generation, and non-college goers. Results demonstrated that mentorship in adolescence moderated the relationship between parental college attendance and educational attainment in adulthood. Next, findings suggested that first-generation students received less support for identity development from their mentors than continuing-generation students. This study has program implications for facilitating college attendance and fostering the development and success of first-generation students. Moreover, this project continues to concretize an emerging taxonomy of mentoring functions for youth and emerging adults.

The Functions and Longitudinal Outcomes of Adolescents' Naturally Occurring Mentorships.

Adolescence is a time during which positive adults outside the familial context may be most influential to development. A growing body of research on naturally occurring mentors has found favorable outcomes for youth who have these types of positive adult figures in their lives. Less is known, however, about how these naturally occurring mentors influence youths' development in the long-term. This study examines the long-term outcomes related to having a naturally occurring community mentor in adolescence. Results from longitudinal analyses of a nationally representative sample of adolescents revealed that having a mentor in adolescence was related to higher educational attainment, lower criminal activity, higher psychological well-being (i.e., optimism, self-efficacy, and lack of depressive symptoms), and greater romantic relationship satisfaction in adulthood. Additionally, a taxonomy of mentoring functions was created from qualitative responses and drawing upon the youth, work, and academic mentoring literature. This taxonomy aims to serve as a framework for understanding the functions of youth mentors to provide a foundation for future research. Implications of findings and future directions are considered.

The role of mentor type and timing in predicting educational attainment.

Having an adult mentor during adolescence has been found to predict academic success. Building on previous work, the present study examined interactions between the type of mentor (i.e., kin, teacher, friend, or community), the time that mentor became important (i.e., before, during, or after high school), and the ethnicity of the protégé in predicting educational attainment in young adulthood. Analyses used Waves III and IV of the National Longitudinal Study of Adolescent Health (N = 2,409). Participants' ages ranged from 18 to 27 (M = 21.75, SD = 1.79). The sample was 56.7 % female and nationally representative of ethnic diversity. Analyses showed that having a teacher-mentor was more predictive of educational attainment than having other types of mentors and that overall, having a mentor after high school predicts the most educational attainment. Kin- and community-mentors appeared to be more important to educational attainment during and before high school, respectively. Findings were consistent across ethnic groups. Overall, results highlight the value of teacher-mentors throughout childhood, adolescence, and early adulthood and our study further suggests that different types of mentors may be particularly useful at specific points in development.