The Youth Mentoring Network


New Zealand Research


This page provides links to a number of systematic reviews and research studies that has been undertaken in the field of Youth Mentoring in New Zealand. These include:

  1. Examing the Cultural Context of Youth Mentoring: A systematic review
  2. The Effectiveness of Youth Mentoring Programmes in New Zealand: A systematic review
  3. Important Nonparental Adults as an Academic Resource for Youth

Examining the Cultural Context of Youth Mentoring: A systematic review

Farruggia, S.P., Bullen, P., Solomon, F., Collins, E. & Dunphy, A. (2011).  Journal of Primary Prevention, 32, 237-251. doi:10.1007/s10935-011-0258-4

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Abstract: While research in youth mentoring is extensive in the U.S., little research has explored its effectiveness in New Zealand, despite its growth in the past 20 years. While arguments have been raised that overseas models may not fit all cultural contexts within New Zealand, there appears to be limited evidence supporting this contention. Further, little is known about associations between effectiveness and the cultural appropriateness of programs and research. This systematic review of youth mentoring programs in New Zealand is based on 26 studies that met inclusion criteria. Of those, 14 had a significant proportion (15% or more) of indigenous Māori youth and six had a significant proportion of Pasifika (Pacific Islander) youth. While almost all programs and associated research were culturally appropriate to the overall New Zealand context, they tended to be less culturally appropriate for programs working with Māori and Pasifika youth. Further, there was a negative association between cultural appropriateness and program effectiveness.

The Effectiveness of Youth Mentoring Programmes in New Zealand: A systematic review

Farruggia, S.P., Bullen, P., Davidson, J., Dunphy, A., Solomon, F., & Collins, E. 2011). New Zealand Journal of Psychology, 40 (3), 52-70.

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Abstract: This systematic review examines the effectiveness of youth mentoring programmes in New Zealand, an area that has had tremendous growth in the past 20 years. Of the 74 potential studies identified in searches, 26 met the inclusion criteria. Overall, 88% of the included programmes showed some level of effectiveness, although these results are tentative due to the varied quality of the research. Further, programmes that focused on psychological and interpersonal goals were more effective than programmes focused on educational, behavioural, vocational or cultural goals. Programme characteristics that appeared to moderate effectiveness included: dissemination, age of programme, history of evaluation, utilising principles of best practice, component programme, type of mentoring relationship, use of peers as mentors, level of structure, expected length of mentor-mentee relationship, SES of youth, and researcher-practitioner relationship.

Important Nonparental Adults as an Academic Resource for Youth: Natural Mentoring Research

Farruggia, S.P., Bullen, P., & Davidson, J. (2013).  Journal of Early Adolescence, 33, 498-522. doi: 10.1177/0272431612450950

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Abstract: This study examined the associations between various sources of social support and academic achievement. Participants were 313 ethnically diverse students attending a low-income intermediate school in New Zealand (mean age = 11.96 years). They reported on the presence and nature of a relationship with a very important nonparental adult in their lives (VIP), and on parent, peer, and VIP warmth and acceptance. Indicators of academic achievement (standardized tests) were also gathered from the school. Results showed that 62% of the youth reported the presence of at least one VIP in their lives, and there was a significant, positive correlation between VIP presence and the majority of academic achievement variables. VIP warmth was uniquely associated with all achievement variables, while parent and peer warmth were nonsignificant in the presence of VIP warmth. The results indicate that VIPs are an important resource for youth who are at risk of low achievement.