Raising Aspirations Youth Mentoring / Coaching Programme
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1 Raising Aspirations Youth Mentoring / Coaching Programme 2013 Evaluation - Preliminary Findings Dr Christian van Nieuwerburgh & Dr Chris Pawson School of Psychology, University of East London This brief report presents an overview of early initial analysis of the quantitative and qualitative data collected during the first year of the Raising Aspirations programme. The final findings may be presented differently in accordance with journal requirements. Permission to identify the School will be sought from the School before the write-up is finalised.
2 Executive Summary Quantitative data collected in the first year of the evaluation aimed to record baseline data from pupils in years 7 and 8 and changes in their: i) academic achievement and engagement ii) skills, beliefs and aspirations iii) self esteem and satisfaction with life iv) perceptions of social support Changes in these domains experienced by pupils participating in the Raising Aspirations programme were compared with a control group matched for reading age and previous academic performance. There were no significant differences in the school attendance or academic achievement of mentees versus the control group who had not participated in the raising aspirations programme. There were no detectable statistically significant differences between the magnitude of change in skills, beliefs and aspirations of the mentees versus the control group. However, there were some notable findings in terms of the likelihood of mentees (relative to controls) experiencing an increase in the development of perceived skills, beliefs and aspirations. For example, over the course of the programme 53% of mentees experienced some increase in their perceived skills and beliefs about what they could achieve. This is compared with 37% of matched controls. 48% of mentees experienced an increase in aspiration to continue their education over the course of the programme compared with only 37% of matched control participants during the same time period. However, the opposite pattern was detected in relation to employability aspirations with only 33% of mentees reporting an increase in career aspiration compared with 44% of matched controls. 50% of mentees in the Raising Aspirations programme experienced a greater than 1 point rise in self esteem compared with only 37% of matched controls. It is important to note that independent t-tests revealed no significant differences between the mentees and controls in terms of the magnitude of change in self esteem.
3 37% of mentees experienced a greater than 1 point rise in satisfaction with life compared with only 22% of matched controls. That said, it is important to note that independent t-tests revealed no significant differences between the mentees and controls in terms of magnitude of change in their satisfaction. Mentees experienced a significant increase in their perception of the support they received from their family and significant others over the course of the programme. Matched controls did not experience this increase over the same time period. Qualitative analysis of 8 interviews revealed four emerging themes and conclusions include: - Participants felt positive about the experience of sharing the responsibility of setting the agenda about what was discussed during mentoring/coaching meetings. - Participants identified their mentor/coach as someone in whom they could confide. - Participants identified a range of benefits to participating in the programme, including increased confidence. - Participants appreciated the practical advice and guidance offered by their mentor/coaches. 1. Introduction Recent research has shown that coaching and mentoring can have a beneficial impact on learners and their educational performance. Specifically, coaching relationships with students have been shown to have a positive effect on educational performance, well-being, hopefulness and attitude to learning 1. Based on the principles of coaching and mentoring, the Somerset Community Foundation, with support from Ninesquare Trust and a private donor, has developed the Raising Aspirations programme for young people. In the last year the programme recruited and trained 36 volunteers from the Somerset community to engage in one-to-one coaching and mentoring relationships with young people aged between 11 to 13 years of age. The specific 1 Green, Grant & Rynsaardt, 2007; Shidler, 2009; van Nieuwerburgh & Tong, 2012
4 objectives of the programme are to raise the aspirations and attainment of young people in Somerset. Over the course of a three year evaluation Drs Chris Pawson and Christian van Nieuwerburgh will be evaluating the impact of the programme on the participants. Specifically, the researchers will be tracking their aspirations and achievements over the years approaching their GCSEs. In order to ascertain the potential added value provided by the programme, any changes observed amongst the participants will then be compared with those occurring amongst a control group of non-participants over the same time period. Qualitative data from participants is also being collected for the purposes of identifying themes that may inform the future direction of the programme. The current brief report summarises the key findings of the quantitative and qualitative data collected between June 2012 and June Quantitative Evaluation 2.1 Method Sample The parents of 277 pupils from Years 7 & 8 agreed that their children could participate in the Raising Aspirations programme and its evaluation. 32 of the children (16 each from years 7 and 8) were selected by the school to participate in the mentoring scheme and provided data for the evaluation. There were 21 females and 11 males ranging in age from years to years (M = years, SD =.54 years). The mean reading age of the mentees was years (SD = 2.30). From the remaining 245 pupils a control group was selected for the purposes of evaluating the impact of the mentoring initiative on academic engagement. Each of the mentees was matched with a non-mentored pupil of the same age, year group, reading age and previous academic performance (High, Medium or low). There were 21 females and 11 males ranging in age from years to years (M = years, SD =.56 years). The mean reading age of the control group was (SD = 2.33).
5 Measures The aim of the annual analysis of quantitative data is to is to examine the potential impact of the Raising Aspirations Programme. The initial phase of data collection aimed to establish baseline indicators and any changes in: i) the academic achievement and engagement of pupils over the course of a single academic year ii) the skills, beliefs and aspirations of the sample iii) the self esteem and satisfaction with life of the sample iv) the perceptions of social support held by the sample Apart from the academic achievement and engagement data which was collected via the school, the data was collected using a self-report survey designed for use with an adolescent group. Details of each measure included in the survey are included in the relevant sections below. For ethical reasons the researchers used a school-based, self-report approach Obtaining Consent All data collection procedures were reviewed and approved by an ethics review panel. In line with appropriate ethical considerations, informed consent was obtained directly from parents and they were all informed that the survey was going ahead and were given the option of withdrawing their child from the study should they object. Within the school children were assessed in a classroom situation under the supervision of a teacher. A teacher introduced the questionnaire and answered any queries. Children were reminded that they were not required to participate Management of Data Completed questionnaires and associated consent forms were returned to the University in batches. The identity of the pupils were recorded in a password protected spreadsheet before data entry. Questionnaires were personally entered to statistical software databases by UEL staff.
6 2.2 Quantitative Results Academic Engagement and Progress The academic engagement of participants was measured by their school attendance rate (i.e. the % of teaching sessions attended). There was no significant difference between the attendance rate of the mentees (M = 95.16%, SD = 4.50) and the control group (M = 95.09%, SD = 5.60). It was not possible to compare relative changes as there was no baseline data available from previous academic years. Academic progress was measured by changes in Key Stage 3 sub-levels over the course of the academic year. This provided four measures of academic progress: sub-level changes in English, Maths and Science and a total aggregate change combining all three subjects. The progress made by mentees and the control group on each measure are presented below in table 1). Independent t-tests revealed that there were no significant differences in the academic progress made by mentees versus the control group. Table 1. Means and standard deviations (in brackets) of stages of progress made by group All Year 7 and 8s (n = 266) Mentees (n = 32) Controls (n = 32) English Progress 0.78 (0.57) 0.78 (0.66) 0.77 (0.56) Maths Progress 0.78 (0.63) 0.73 (0.80) 0.65 (0.47) Science Progress 0.90 (0.57) 0.81 (0.66) 0.82 (0.58) Total Aggregate Stage Progress 2.45 (1.49) 2.32 (1.77) 2.24 (1.31) Skills, Beliefs & Aspirations Skills and beliefs were measured using a seven item self-report measure with each item being rated on a five point score according to the extent to which participants agree or disagree.
7 There were three dimensions of aspiration measured through pupils rating the extent to which they agreed with statements on a seven point likert scale: Academic Aspiration (aspiration to succeed at school) was measured using 5 items; College Aspiration (aspiration to go on to further study or training) was measured using 3 items, and Employability Aspiration (aspiration to succeed in one s career) was measured using 2 items. Each dimension was identified via factor analysis of data from over 250 respondents. Mixed multivariate analysis of variance (MANOVA) with time point as the within-participants factor and group as the between-participants factor (mentees or controls) revealed no significant effect of mentoring on the skills, beliefs or aspirations of the pupils. However, there was a trend for the mentors to increase their scores on each dependent variables relative to the controls (see Table 2 below). Table 2. Means and standard deviations (in brackets) of changes in skills, beliefs and aspirations by group. All Year 7 and 8s Controls Mentees Change in Skills / Beliefs 0.42 (5.22) (5.47) 1.03 (6.24) Academic Aspiration 1.00 (4.75) (7.23) 0.79 (5.40) College Aspiration 0.43 (3.32) (3.82) 0.69 (3.56) Employability Aspiration 0.10 (3.21) (4.46) 0.14 (2.67) Although not significant, the pattern of increase amongst mentees was also reflected in the total numbers of pupils from each group who were found to have increased their scores on dependent variables between Time 1 (pre-mentoring) and Time 2 (post-mentoring). With the exception of employability aspirations (in which the control group were more likely to experience an increase), the mentees were more likely to experience an increase in skills and beliefs, academic aspirations (albeit marginally), and college aspirations. These findings are displayed in the graphs overleaf (Figs. 1-4).
8 Fig.1 Proportion of pupils reporting an increase in skills and positive beliefs Fig.2 Proportion of pupils reporting an increase in academic aspirations Fig.3 Proportion of pupils reporting an increase in college aspirations Fig.4 Proportion of pupils reporting an increase in employability aspirations Self Esteem The Rosenberg Self Esteem Scale is a ten item self-report measure with each item being rated on a five point score according to the extent to which participants agree or disagree. The mean self esteem scores at time 1 and time 2, and the mean self esteem change for each group are displayed in table 3 overleaf. The data suggest that pupils selected for the Raising Aspirations programme may have held lower self esteem than the control group. However, this was not a significant difference. Furthermore, the data indicated a trend for the mentees to increase in self esteem compared with the controls. 50% of mentees experienced a greater than 2 point rise in self esteem compared with only 33% of controls. That said, it is important to note that independent t-tests revealed no significant differences between the mentees and controls in terms of changes in their self esteem.
9 Table 3. Means and Standard Deviations for Time 1 and Time 2 self esteem scores, and temporal change by group Time 1 Self Esteem Time 2 Self Esteem Change in Self Esteem (T2 T1) All Year 7s and 8s (n = 211) (6.12) (6.50) (5.00) Controls (n = 32) (6.82) (6.80) (7.61) Mentees (n = 30) (8.68) (9.11) 1.17 (7.24) Satisfaction with Life The Satisfaction With Life Scale is a self-report scale on which Individuals indicate their degree of agreement or disagreement on a 7-point Likert-type scale The five items were selected from a pool of 48 items and have previously been used in other studies of adolescent wellbeing (e.g. Moore, Frostick et al ). The mean satisfaction with life scores at time 1 and time 2, and the mean satisfaction with life change for each group are displayed in table 4 below. The data indicated a trend for the mentees to increase in satisfaction with life compared with the controls. 50% of mentees experienced a greater than 1 point rise in satisfaction with life compared with only 33% of controls. That said, it is important to note that independent t-tests revealed no significant differences between the mentees and controls in terms of changes in their satisfaction. Table 4. Means and Standard Deviations for Time 1 and Time 2 satisfaction with life, and temporal change by group Time 1 Satisfaction with Life Time 2 Satisfaction with Life Change in Satisfaction with Life (T2 T1) All Year 7s and 8s (n = 210) (3.49) (4.08) (3.50) Controls (n = 32) (3.62) (3.73) (3.31) Mentees (n = 30) (4.40) (4.34) 0.60 (3.09)
10 Perceived Social Support The Multidimensional scale of perceived social support (Zimet, Dahlem, Zimet, & Farley, 1988) consists of twelve statements reduce to three sub-scales: Support from Family, Friends, and Significant Others. See table 5 below for descriptive statistics of the change in each of these dependent variables for each group. Table 5. Means and standard deviations (in brackets) of changes in perceived social support All Year 7 and 8s n = 208 Controls n = 32 Mentees n = 29 Change in Perceived Family Support Change in Perceived Friends Support Change in Perceived Significant Others Support 0.24 (4.06) (4.48) 2.38 (4.76) 0.30 (4.31) (4.51) 0.62 (4.81) 0.85 (4.56) (5.22) 2.48 (6.20) A mixed multivariate analysis of variance (MANOVA) with time point as the withinparticipants factor and group (mentees or controls) was conducted to explore the effect of these factors on pupils perception of support from family, friends and significant others. The MANOVA revealed a significant time x group interaction effect (Wilks λ =.88, F (3, 57) = 2.57, p =.03, partial η² = 0.12). Univariate analysis of variance revealed that the significant interaction effect was found on the dependent variable of family support (F (1, 59) = 7.86, p = 0.003, partial η² = 0.12) and significant other support (F (1, 59) = 3.90, p = 0.03, partial η² = 0.06). Related t-tests revealed that over the course of the raising aspirations programme mentees experienced a significant increase in their perception of support from their family (t (28) = , p =.01) and perception of support from significant others (t (28) = -2.16, p =.04). There was no significant increase in the perceived support experienced by control participants on either measure. The interaction effects are illustrated in figures 5 and 6 overleaf.
11 Fig.5. Graph displaying comparative changes in perceived family support of mentees and matched controls Fig.6. Graph displaying comparative changes in perceived support from significant others of mentees and matched controls
12 3. Qualitative Evaluation 3.1 Method Interviews were conducted with 10 mentees who had participated in the Raising Aspirations programme for 6 months. These participants were recruited via opportunity sampling at a programme social event and at their school.interviews were transcribed and a thematic analysis was conducted. 3.2 Qualitative Results The following themes were identified. These findings are tentative at this stage and it is important to note that the findings of qualitative research are not generalisable. Instead, they provide a better understanding of the experiences of the participants. Theme 1: We both sort of decide what we should talk about Participants felt positive about the experience of sharing the responsibility of setting the agenda about what was discussed during mentoring/coaching meetings. Theme 2: It s just someone you can trust Participants identified their mentor/coach as someone in whom they could confide. The mentor/coach represents someone they can talk to who is not a parent, a teacher or a friend and participants seemed to value this. Theme 3: It s helping me to be more confident Participants identified a range of benefits, including increased confidence, with some excellent examples of how this has been demonstrated in school. Theme 4: it s like talking to someone who knows more about life more than you do Participants appreciated the practical advice and guidance offered by their mentor/coaches. The four themes above (currently with tentative titles) will form the basis of the full qualitative write-up. In addition, it is worth noting that: --Many participants suggested that the first session felt awkward --A range of positive outcomes were reported --The mentoring/coaching sessions were used to discuss a broad range of topics (both academic and pastoral).
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