Profiles in Mentoring: Claudia Marino on Fostering Social Well-Being Among Mentors

Claudia Marino, PhD., is a research fellow and associate professor at the University of Padova, Italy. Dr. Marino’s research focuses on problematic digital behaviors among adolescents and young adults, with particular attention to the cognitive processes underlying these behaviors, their mental health impacts, and the effectiveness of prevention and mentoring programs. We recently had the honor of speaking with Dr. Marino about her recent paper on the social well-being benefits of mentoring for mentors themselves!

Chronicle (C): What drew you to study the effects of mentoring on mentors themselves?

Claudia Marino (CM): While the effects of mentoring on mentees have been extensively studied over the past decades, the effects of mentoring on mentors remain less clear and are less frequently supported by empirical data directly reported by mentors themselves, rather than inferred from the outcomes observed in their mentees. Importantly, as I teach a university course named “Mentoring: Improving social skills with Service learning” at the University of Padova (Italy), it is crucial to understand how mentor experiences can translate into individual changes, for example in terms of knowledge of societal challenges, civic engagement and social wellbeing.

C: Why was social self-efficacy an important focus in understanding how mentoring influences mentors’ long-term development?

CM: Social self-efficacy can be regarded as a proximal antecedent of civic engagement and social well-being, which together represent key desired outcomes of mentoring programs such as Mentor UP. Social self-efficacy is a psychological construct that can evolve over time; however, it is often shaped—either positively or negatively—by significant life experiences, such as serving as a mentor. Based on my experience with this program, I have found it particularly rewarding and meaningful when former student mentors reach out via email or text to share that they remain in contact with their mentees even after the program has ended, and that these mentoring relationships have significantly influenced how they build and maintain interpersonal connections in their daily lives.

C: What aspects of the Mentor UP program do you think were most impactful in shaping mentors’ civic engagement and sense of social well-being?

CM: Definitely the direct contact with the needs of the local community and the regular participation in group reflections about their experiences. Because Mentor UP is structured as a Service Learning course, mentors are asked to: 1) “serve” the community. In doing so, they come into direct contact with the difficulties faced by the most vulnerable groups in society and come to understand how important individual commitment can be in improving living and relational conditions; and 2) reflect on their experiences both individually (via written logs) and in small groups. This help them to interpret problems and needs and to actually learn new skills and talents.

C: What directions are you most excited to pursue next in your research?

CM: I am interested in gaining a deeper understanding of the interaction between mentoring practices and specific characteristics of Service Learning. In particular, it would be valuable to explore how mentors’ individual differences, program implementation, and the Service Learning approach influence one another in shaping mentees’ short-term engagement as well as couples’ long-term social and emotional well-being.