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CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

Foreign Literature

Mentoring. According to PT Magazine (2006), the traditional concept of mentoring

includes a strong, enduring relationship between a well-established professional and a more

junior colleague. The established professional nurtures the novice, who is ushered into the

inner circle of his or her field. (PT Magazine, 2006)

Mentoring is a structured and trusting relationship that brings young people

together with caring individuals who offer guidance, support and encouragement aimed at

developing the competence and character of the mentee. A mentor is an adult who, along

with parents, provides a young person with support, counsel, friendship, reinforcement

and constructive example. Mentors are good listeners, people who care, people who want

to help young people bring out strengths that are already there. A mentor is not a foster

parent, therapist, parole officer, or cool peer. (Castro, 2020)

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 Programs and initiatives are increasingly appearing in other countries as well thus

offering a growing global dimension to the youth mentoring movement. Under the grinding

trends is the widely held belief by the public that supportive relationship between young

people and the non-parental adults, whether established via programs or through more

informal connections represent assets vital for positive youth development (Zachary, 2004).

Mentoring relationships is one on which an experienced individual helps to train one

who is less experienced (De Vito, 2001). Mentoring relationships between students and

faculty have been at the backbone of educational development of the student and a great

contributor to enriching the knowledge of the faculty member. An active relationship that is

beneficial to both mentor and mentee occurs when there is mutual exchange of information

and a desire by both participants to give and gain from the experience

According to Langout et. al, (2004), studies of resilience among youth at risk background first

alerted scholars to the protective function that can be fulfilled by relationship with no-parental

adults. As the practice of youth mentoring gains momentum, it is critical that its further

growth and development be formed by theory and research (Araño and Panganiban, 2006).

The mentoring relationship provides an ideal learning environment. It’s usually a

one-on-one relationship between expert and novice, a relationship that

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is supportive and trusting. There’s a mutual and open sharing of information and thoughts

about the job. The relationship enables the novice to try out new skills under the guidance of

an expert, to ask questions, and to obtain the feedback so necessary in obtaining complex

skills (De Vito, 2001).

Local Literature

Mentoring Program. Mentoring programs emerged in many countries as an effective response

to the plight of the youth. Mentoring schemes have expanded rapidly with increasing

number of students, young professionals, as well as, adult volunteers unselfishly giving

their time and effort to help

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On the other hand, “Fil-Mentoring, Inc.” (Filipino Integrated Learning through Mentoring,

Inc.) was formally organized in 1994 as a non-profit and voluntary organization involved in

propagating Mentoring schemes and develops supplemental learning particularly for the

Filipino street children. Composed of mostly young professionals, “Fil-Mentoring, Inc.” was

created with a vision of providing these children with adequate skill in enhancing their God-

given talents, at the same time, monitor and guide their academic progress. “Fil-Mentoring,

Inc.” also seeks to assist other institutions, government and non-government agencies

involved with street children, in setting up Mentoring programs that could result in the

establishment of a national forum for research on effective Mentoring schemes and programs

Mentoring involves volunteers who assist in institutions, community agencies,

churches, and schools on a sustained and systematic basis.These mentors act as resource to the

coordinator, director, housemothers, and teachers who usually work individually or with small

groups in helping these street children with their activities and relating them to the "outside

world." (Danilo, 2019)

Mentors are more than role models. They initiate activities that persuade and motivate these

children to value education and view it as an instrument to alleviate their present economic

and social situation. They inculcate in them the message -- "be as you can be" rather than just

"be as I am" (www.danilozuno.tripod.com/FilMentoring.htm).

Mentoring, likewise, involves a higher level of personal commitment than mere conventional

tutoring. Mentoring programs can take place in schools, community agencies, business

establishments, churches, colleges and universities

(www.danilozuno.tripod.com/FilMentoring.htm).

Foreign Studies

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Research confirms that mentoring works. From experience and the limited research that has

already been compiled, we know that when done well, youth mentoring holds great promise in

helping young people succeed in life. Studies of both well-established programs and newer

ones that provide youth with formal one-to-one mentoring relationships have provided strong

evidence of their success in reducing the incidence of delinquency, substance use and

academic failure. These studies further indicate that formal youth mentoring programs can

promote positive outcomes, such as improved self-esteem, social skills and career

development

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students took part in the evaluation of this school-based mentoring program over a three-year

period. Students' classes were randomly assigned to one of three experimental conditions: A

curriculum and community service condition (Program Group), a curriculum, service and

mentoring condition (Mentoring Group), or a Control Group. Youth in all three of these

conditions completed questionnaires prior to the initiation of the program, at the conclusion of

the program and six months following the end of the program.

Results of this evaluation indicated that Across Ages mentoring contributed to significantly

lower levels of problem behavior and substance use. At the same time, it helped boost self-

confidence, self-control, cooperation and attachment to both the school and the family

(www.mentoring.org/access_research/group_all/).

Dweck’s study on Adversity Quotient® revealed an important difference between how men

and women respond to adversity. Females are more likely to explain the adversity as their

fault and due to an enduring characteristic, such as stupidity. Males, on the other hand, are

more likely to attribute failure to something temporary, such as “I didn’t try hard enough.”

(Stoltz, 1999).

In the number of studies conducted in organization, people who responded destructively to

adversity were measurably less productive than people who did not. According to one of

Stoltz’s studies on Adversity Quotient®, he compared individuals’ AQ®s with their

performance as perceived by their supervisors for a Big Six client services firm. Preliminary

findings reflect a strong

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correlation between performance and how the employees respond to adversity (Stoltz, 1999).

Local Studies

A study entitled, “Correlation Between Adversity Quotient® and Academic Performance of

Fourth Year CALABARZON College Students of First Asia Institute of Technology and

Humanities, Academic Year 2006-2007 (Andal and Lanto, 2007), showed that Adversity

Quotient registered a moderately positive correlation of 0.394 to academic performance with a

t-value of 2.85 and a t- critical value of 1.96 in significant level of 0.05. Thus, there is a

significant relationship between student-respondents Adversity Quotient® and Academic

Performance.

A study conducted by Araño and Panganiban (A Study on the Effects of Mentoring Program

on the Emotional Addjustment of Freshmen as measured by Emotions Profile Index, 2006),

revealed that the Mentoring Program had a positive significant effect to the emotional

adjustment of the student-respondents who got low and high score as revealed by Emotional

Profile Index of the pre-test and post test.

In 2004, Lazaro-Capones conducted a study on Adversity Quotient® and performance level of

selected middle managers of the different departments of the City of Manila. She found a high

correlation (r = .612) between Adversity Quotient® and performance level of respondents as

revealed by the 360-degree

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feedback system. The result revealed a fairly strong correlation of Adversity Quotient® and

performance rating within the City of Manila.

According to Fr. Johnny Go. SJ, the School Director of Xavier School, the concept of

Adversity Quotient® or AQ® may be helpful in the personal formation of their students. He

stated that, “no matter how intelligent we are, no matter how hardworking, because we do not

exercise full control over all the factors in the world, we cannot help but meet obstacles and

limitations and occasionally commit mistakes and encounter failure.” That according to

Stoltz, the most crucial ingredient to success is one’s AQ® or Adversity Quotient®.

Fr. Johnny Go, SJ also stated that, “Although Dr. Stoltz is not an educator, his insights are no

less useful and applicable to education. That in Xavier School they asked themselves if their

policies and practices actually train their students to deal with mistakes and failures. Do their

policies and practices prepare their students for the real world by equipping them with a

higher AQ®?”

Just what they have examined in themselves and their practices in the school, that perhaps

parents ought to do the same. It’s a common thing that some parents tend to protect their

children too much. Parents tend to make life a little too easy for their children by shielding

them from bigger challenges, by keeping them from facing the consequences of their actions

and in the process, learning from their mistakes and by "rushing to their rescue" too often.

He also stated that there’s nothing wrong if parents are helping and protecting their children

because it is in fact, every parent’s obligation. But Fr. Johnny Go, SJ, that it is “too-much”

and “over-protecting.” That if parents help

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their children too much and over-protect their children, they are doing a great disservice by

not equipping to their children with the needed AQ® to deal with the world

(http://web.xs.edu.ph/issues/2004Sept03/Directors%20Take/Whatsinstore. php).

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REFERENCES

L. Erlbaum, O’Donnell, M.A.; A. King (1999).”Cognitive perspectives on peer learning”,.ISBN

0805824480.

Dr. Mary Dowd (2001) .Advantage and disadvantages of peer tutoring; Education Research and

Practice.National Education Association and the National Tutoring Association.

Jeff Brazil, Mau 23, 2011, P2PU: Learning for Everyone, By Everyone, about almost Anything

Crouch, C.H.,;Maruz, E. (2001). “Peer instruction:Ten years of experience and results,”. American

Journal of Physics. 69:970-977 CiteSeerX 10.1.1.113.6060.doi:10.1119/1.1374249.

Guilmette, J-H (2009). Power of peer learning; networks and development cooperation.IDRC,

Ottawa,ON, CA.

Gillies, Robyn (2016).” Cooperative Learning: Review of Research and Practice” (PDF).Australian

Journal of Teacher Education. 41:39-51-via eric.ed.gov.

Lewin, Kurt. A Dynamic Theory of Personality. New York: McGraw-Hill. Resolving Social Conflicts.

New York: Harper.

Chan, J.M., Lang, R., Rispoli, M., O’Reilly, M., Sigafoos, J., Cole, H. (2009). "Use of peer-mediated

interventions in the treatment of autism spectrum disorders: A systematic review." Research in Autism

Spectrum Diso.

Flood, W.A., Wilder, D.A., Flood, A.L., Masuda, A. (2002)."Peer-mediated reinforcement plus

prompting as treatment for off-task behavior in children with attention deficit hyperactivity

disorder." Journal of Applied Behavior Analysis, 35(2), 199-204.

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West Visayas State University
College of Arts and Sciences
Masters in Arts major in Biology
La Paz, Iloilo City
Samer M. Al-Zoubi Department of English Language and Literature, Faculty of Arts and Educational

Sciences, Ajloun National University, Jordan.ISSN 1799-2591 Theory and Practice in Language

Studies, Vol. 5, No. 11, pp. 2262-2268, November 2015 DOI: http://dx.doi.org/10.17507/tpls.0511.09
 13
West Visayas State University
College of Arts and Sciences
Masters in Arts major in Biology
La Paz, Iloilo City