Entries by Emily.Buss001@umb.edu

Designing Motivating Learning Environments: Insights from Recent Meta-Analysis

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Bureau, J. S., Howard, J. L., Chong, J. X. Y., & Guay, F. (2022). Pathways to student motivation: A meta-analysis of antecedents of autonomous and controlled motivations. Review of Educational Research, 92(1), 46–72. https://doi.org/10.3102/00346543211042426 Introduction Bureau and colleagues (2022) conduct a major meta-analysis to examine how social environments shape student motivation through self-determination theory, a […]

Music-based Mentoring Enhances Executive Function in Adolescents, Dissertation Shows

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Kaplan, R. (2023). Effects of community music on identity, social cohesion, and emotional well-being in immigrant and refugee youth (Publication No. 3251320813) [ Dissertation, Tulane University . ProQuest Dissertations Publishing. https://www.proquest.com/docview/3251320813  Introduction Kaplan (2023) explores how community music programs may support executive function and emotional well-being in immigrant and refugee youth. Grounded in evidence linking […]

Profiles in Mentoring: Emiola Oyefuga on the Significance of Social Capital on Educational Aspiration

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Emiola Oyefuga, PhD, is an Assistant Professor in the School of Public Health at Virginia Commonwealth University with over 15 years of experience in international development. Her professional and research work spans education, gender, justice, conflict, and intimate partner violence. Her research examines how social capital and community engagement shape educational environments, with a particular […]

Meta-Analysis Highlights Link Between Socioeconomic Status and Academic Performance

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Selvitopu, A., & Kaya, M. (2021). A meta-analytic review of the effect of socioeconomic status on academic performance. Journal of Education. https://doi.org/10.1177/00220574211031978 Introduction Selvitopu and Kaya (2021) conducted a meta-analysis to examine the association between students’ socioeconomic status (SES) and academic performance across global contexts. Building on earlier syntheses, the authors analyzed whether the magnitude […]

Mentoring Helps Middle Schoolers, But Outcomes Vary by Program Design

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Hart, M. J., & DiGiacomo, G. A. (2026). Middle marvels: A review of middle-school-based mentoring to support youth. Mentoring & Tutoring: Partnership in Learning. https://doi.org/10.1080/13611267.2026.2616439 Introduction In a recent scoping review, Hart and DiGiacomo (2026) examines U.S.-based mentoring programs serving middle school youth, a group navigating rapid developmental change. The paper aims to map existing […]

Profiles in Mentoring: Andrew Brierley on Peer Mentoring for Justice-Involved Individuals

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Andrew Brierley is the Senior Lecturer in Criminology, Investigation and Policing at Leeds Trinity University in the School of Social Sciences. Drawing on more than 15 years of experience in youth justice, his research examines desistance, lived experience in criminal justice, and the role of peer mentors in supporting identity change and reduced reoffending. We […]

New Study Finds Youth Mental Health Advocacy Boosts Education and Career Engagement

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Wainwright, C., Harris, N., O’Leary, R., Riley, T., & Sofija, E. (2026). The impact of mental health lived experience advocacy on youth education and employment engagement. Discover Mental Health, 6, Article 2. https://doi.org/10.1007/s44192-025-00339-7 Introduction A new qualitative study by Wainwright and colleagues (2026) investigates whether mental health lived experience advocacy can alter the educational and […]

New Study Pinpoints Why Parents Matter for Mentor Persistence

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Werntz, A., Jasman, M., Cherry, J., Borer, A., Johnston, A., Meany, M., Stettin, J., McCarron, T., & Rhodes, J. E. (2026). Beyond the mentor–youth dyad: The role of parents and mentoring program staff in predicting volunteer mentor persistence. Mentoring & Tutoring: Partnership in Learning. Advance online publication. https://doi.org/10.1080/13611267.2026.2632131 Introduction Werntz and colleagues (2026) examined why […]

Scaling Early Anxiety Intervention in Elementary Schools: A Behavioral Coaching Model for Internalizing Symptoms

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Zakszeski, B. N., Banks, E., & Parks, T. (2025). Targeted intervention for elementary students with internalizing behaviors: A pilot evaluation. School Psychology Review, 54(1), 17–30. https://doi.org/10.1080/2372966X.2023.2195806 Introduction Zakszeski and colleagues (2025) situate their study within a well-documented public health concern: internalizing symptoms such as anxiety often emerge early in childhood, yet remain under-identified and under-served […]

New Book Reveals What Makes Mentoring Programs Last

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Haddock-Millar, J., Clutterbuck, D., & Sanyal, C. (2026). Introduction. In J. Haddock-Millar, D. Clutterbuck, & C. Sanyal (Eds.), Mentoring in action: A guide to success (pp. 1–6). Routledge. https://doi.org/10.4324/9781003533238 Key Takeaways This introductory chapter of the book positions mentoring as a professional practice that has shifted from informal relationships to carefully designed programs shaped by […]