Initial perception of the mentoring role and related mentors' approach of autonomy support or control in formal youth mentoring relationships
Abstract
Mentors' initial perceptions of the mentoring role in formalyouth mentoring bonds; and the subsequent characteristicsof autonomy support or autonomy control in mentoringinteractions developed by mentors after 5 months ofmentoring experience are discussed in this paper. The datais drawn from a longitudinal phenomenological studyconducted in the Czech mentoring scheme between 2010and 2017.
In-depth semi-structured interviews were col-lected with 10 mentoring matches over 1 year of mentoringinvolvement. The results of Interpretive phenomenologicalanalysis showed differences in mentors' initial perceptions ofthe role, and related autonomy-supportive or autonomy-controlling characteristics in mentors' approach.
The benefitsand risks of resulting autonomy support or control inmentoring interactions are discussed. The results argue forthe theoretical conceptualisation of a child-centred perspec-tive in youth mentoring that aims at mentees' support ofautonomy, active agency and empowement, thus arguing forfurther in-depth exploration of natural mentoring principlesin child-centred perspective, supporting approaches such asyouth-initiated mentoring, and broadening the discussion ongood evidence-based mentoring practice in the EU context.