Youth mentors’ efficacy beliefs and relational skills should both influence the quality of their connections with their mentees, but a lack of research based on large, dyadic and longitudinal samples limits understanding of how mentor characteristics impact relationship quality. This study used three staged and process-focused structural equation models to (1) investigate the mutually reinforcing effects of mentor self-efficacy and empathy over time; (2) compare the longitudinal effects of mid-program mentor efficacy and empathy on end of program mentor and mentee perceptions of relationship quality; and (3) test a similar comparative model using cross-sectional end of program assessments to account for developmental changes in these variables over time. The sample consisted of 664 college-age mentor (76.5% female; \({\bar{x}}\) age = 24.5, range = 21–53; 23.5% non-White) and youth mentee (41% female; \({\bar{x}}\) age = 14.1, range = 10–19; 41.9% non-White) dyads. Mentor empathy predicted mentor perceptions of relationship quality at both time points and mentee perceptions at the end of the program. Mentor efficacy only predicted mentor reported relationship quality at the end of the program. The findings emphasize the importance of investing in empathy training for mentors to support both partners’ positive evaluation of the relationship. Program support to increase mentor self-efficacy should also have added value for mentors.

青年导师的效能信念和关系技能都应该影响他们与被指导者的联系质量，但缺乏基于大型、二元和纵向样本的研究限制了对导师特征如何影响关系质量的理解。本研究使用三个阶段性和以过程为中心的结构方程模型来（1）​​研究导师自我效能感和同理心随时间的相互促进作用；(2) 比较项目中期导师效能和同理心对项目结束导师和学员对关系质量的看法的纵向影响；(3) 使用项目评估的横截面结束测试类似的比较模型，以说明这些变量随时间的发展变化。样本包括 664 名大学生导师（76.5% 为女性；\({\bar{x}}\)年龄 = 24.5，范围 = 21–53；23.5% 非白人）和青年学员（41% 女性；\({\bar{x}}\)年龄 = 14.1，范围 = 10–19；41.9% 非白人）二人组。导师同理心预测导师在时间点和项目结束时对关系质量的看法和受指导者的看法。导师效能仅预测导师在项目结束时报告的关系质量。研究结果强调了投资于导师的同理心培训以支持双方对关系的积极评价的重要性。提高导师自我效能的计划支持也应该为导师增加价值。