Fostering Self-Regulation Skills in Youth: Examining the Effects of a Mentoring Curriculum in a Summer Recreation Program

ABSTRACT

This study examined the effects of a mentoring curriculum embedded within a recreation program on youth's self-regulation. Self-regulation scores were collected on 64 youth participants: 29 in the comparison group and 35 in the treatment group. Using the Behavior Rating Inventory of Executive Functions (Guy, Isquith, & Gioia, 2004) as a measure of self-regulation, scores were collected pre-, middle, and postrecreation program. Results indicated significant (p <. 008) differences among the treatment and comparison conditions with the treatment site exhibiting greater increases in self-regulation over time compared with the comparison site. Implications from the study suggest that recreation programs are well positioned to incorporate formalized mentoring that supports the development of self-regulation in youth.

KEYWORDS:

• mentoring
• positive youth development
• recreation programming
• self-regulation