Open Access Original

Article DOI: 10.7759/cureus.27349

The Impact of Role Models, Mentors, and Heroes

on Academic and Social Outcomes in Adolescents
Review began 07/12/2022
Hamna Atif 1 , Lindsey Peck 2 , Mary Connolly 3 , Kodi Endres 4 , Leah Musser 5 , Mariam Shalaby 6 , Morgan
Review ended 07/22/2022 Lehman 7 , Robert P. Olympia 8
Published 07/27/2022

© Copyright 2022 1. Emergency Medicine, Christiana Care Health System, Newark, USA 2. Obstetrics and Gynecology, Penn State Health
Atif et al. This is an open access article Milton S. Hershey Medical Center, Hershey, USA 3. Internal Medicine, University of Pittsburgh Medical Center,
distributed under the terms of the Creative Pittsburgh, USA 4. Anesthesiology, Penn State Health Milton S. Hershey Medical Center, Hershey, USA 5. Neurology,
Commons Attribution License CC-BY 4.0., Penn State Health Milton S. Hershey Medical Center, Hershey, USA 6. Psychiatry, Penn State Health Milton S. Hershey
which permits unrestricted use, distribution,
Medical Center, Hershey, USA 7. Internal medicine, Penn State Health Milton S. Hershey Medical Center, Hershey, USA
and reproduction in any medium, provided
8. Emergency Medicine and Pediatrics, Penn State Health Milton S. Hershey Medical Center, Hershey, USA
the original author and source are credited.

Corresponding author: Lindsey Peck, [email protected]

Abstract
Background
Identity formation is a dynamic process and key developmental task that begins in adolescence. During this
time, children look to adults as role models and mentors. These adults can have a significant impact on
adolescents’ decisions of appropriate or inappropriate behaviors, potentially causing a positive or negative
change. Little research has been performed to identify these role models and understand how they affect the
development of physical and mental health of children.

Objective
The goal of this study is to see if there is a relationship between identified role models, mentors, and/or
heroes and adolescents' interest in education, participation in risky behavior, confidence level, happiness,
safety, violence-related behaviors, and physical activity.

Methods
In this study, 198 children aged 11-18 years were identified on the scheduling platforms at various Hershey
Medical Center sites to take a 10-minute survey via RedCap. The survey identified their role model, mentor,
and/or hero and followed up with outcome questions from validated tools.

Results
The results show that 140 participants (70.7%) identified having a role model compared to 88 (44.4%) having
mentors and 61 (30.8%) having heroes, and family members were the most identified figures for each
category. There were significant differences between identified categories of role models, mentors, and
heroes, and interest in education, happiness, risky behavior, and safety, while no significant differences
were found for violence-related behavior, physical activity, and confidence level. Adolescents with family
heroes had safer behavior (2.39 ± 0.70) than those with celebrity heroes (3.16 ±1.86, p=0.0277), and those
with peer heroes (11.3 ± 2.31) had more risky behavior than those with celebrity heroes (9.16 ± 1.98,
p=0.0347). However, children with adult peer heroes had a higher interest in education (2.00 ± 0) compared
to those with celebrities (3.79 ± 1.03, p=0.0246) or public figures (3.78 ± 1.09, p=0.0333) as their
heroes. Additionally, those with family (3.48 ± 1.05) or adult peers (3.32 ± 1.38) as their mentors had a higher
interest in education compared to those with same-age peer mentors (5.80 ± 1.30, p=<0.0001). Adolescents
with family mentors also had higher happiness scores (3.25 ± 0.33) than those with same-age peer mentors
(2.59 ± 1.47, p=0.0358) and also engaged in safer behavior (2.52 ± 0.80) compared to all other categories (3.03
±1.59, 0.0462).

Conclusion
These results point to the idea that who adolescents choose to look up to has effects on various aspects of
their life that could affect both their physical and mental health status, with family members having the
most impact. Further research could explore differences between which family members are chosen as role
models, mentors, and heroes and what effect they might have on adolescent development.

Categories: Pediatrics, Public Health

Keywords: social outcomes, academic outcomes, adolescents, heroes, mentors, role models

Introduction
Identity formation is a dynamic process and key developmental task that begins in adolescence. The

How to cite this article

Atif H, Peck L, Connolly M, et al. (July 27, 2022) The Impact of Role Models, Mentors, and Heroes on Academic and Social Outcomes in
Adolescents. Cureus 14(7): e27349. DOI 10.7759/cureus.27349
 American Academy of Child & Adolescent Psychiatry defines a role model as “a person who serves as an
example by influencing others” [1]. This influence can have a significant impact on the identity and values
that an adolescent adopts. This impact can be positive or negative, depending on the role model that the
child identifies with. An association between having a role model with positive outcomes, such as elevated
self-esteem, performance in school, and resilience has been established previously [2]. Studies have also
shown that having positive role models can protect against engaging in high-risk behaviors, such as
participation in violence, sexual intercourse, and substance abuse [3-5]. Just as role models can have a
positive influence on adolescent development, role models who participate in socially inappropriate and
illegal behaviors can have a negative effect [6]. These “negative role models” have been linked to
externalizing behaviors such as violent and nonviolent delinquency, internalizing behaviors such as feelings
of anxiety and depression, and substance use behaviors [6]. Parents have been established as influential role
models in the lives of adolescents [7]. Having a parent as a role model has been linked to better outcomes in
school and less engagement in high-risk behaviors such as substance abuse [8-10]. Having non-familial role
models has also been shown to have positive outcomes [11, 12]. Prior research on non-familial role models
has been confined to peers and important persons within the community, with little investigation into the
effect of celebrities and public figures. There has also been little research done comparing the strength of
having familial versus non-familial role models. The current study is unique in that it examines and
compares the impact of familial vs. non-familial role models and distinguishes between different categories
of non-familial role models such as altruistic figures, celebrities, same-age peers, and adult acquaintances.

A mentor has been defined as an individual with whom a youth shares a “close, trusting relationship in
which the mentor provides guidance and encouragement” [13]. Similar to having a role model, having a
mentor has been shown to have a positive impact on adolescents; in particular, performance in school and
positive health outcomes has been associated with having a mentor [13-14]. Studies have also suggested that
having a mentor decreases the chance of engaging in high-risk behavior, such as substance abuse, violence,
smoking, and sexual activity [15]. Just as with role models, there is a lack of research comparing the effect of
having a familial versus a non-familial mentor. The current study is distinct in that it directly compares the
impact of having a family member as a role model versus a non-family member such as altruistic figures,
celebrities, same-age peers, and adult acquaintances.

Heroes are a category of influencers that have been distinguished as separate from role models and mentors
[16], but there is a lack of research indicating the effects of having a hero on adolescent development and
outcomes. There has also been little research showing who adolescents are defining as heroes and whether
these choices are influencing adolescents in a positive or negative way; this study seeks to contribute to this
knowledge by providing a clearer definition of the heroes that adolescents are reporting and comparing the
influence of their effects.

While the importance of role models has been discussed before, little has been investigated in regard to
identifying the specific role models, mentors, and heroes that adolescents report. There are two main goals
of this study. The first is to identify and define the specific role models, mentors, and heroes that
adolescents report. The second goal is to determine if there is a relationship between identified role models,
mentors, and/or heroes and interest in education, participation in risky behavior, confidence level,
happiness, safety, violence-related behaviors, and physical activity. We achieved this by asking adolescents
to name their role models, mentors, and heroes and breaking their responses into separate categories. Each
of the categories were then compared among different behaviors to further understand how different role
models, mentors, and heroes impact adolescent development.

Materials And Methods

Study design and participants
This cross-sectional study was approved by the Institutional Review Board at the Penn State College of
Medicine (Study # 00013970). We prospectively recruited a convenience sample of adolescent patients from
one of three Penn State Hershey Medical Center locations (Penn State Pediatric Emergency Department, a
general outpatient pediatric, and a Family Medicine Clinic). They participated in an anonymous survey-
based study to identify those whom adolescents view as their role models, mentors, and heroes and
determine the association of these figures in an adolescent’s life. Participants included in this study were
between the ages of 11-18 years and had an accompanying parent or legal guardian present for those under
18 years old. Those whose primary language was not English, children with court-appointed guardians or
who are wards of the state, or those who were in severe pain, altered mental status, impaired, or otherwise
incapable of providing informed consent as determined by the patient’s physician or study team were
excluded from participation. Informed consent was obtained from each participant before the survey was
administered. Participants were recruited from July 2019-March 2020 either before or after their
appointment visit by a medical student who was a qualified study team member (HA, LP, MC, KE, MS, ML,
LM). The participants completed the 10-minute REDCap survey on an iPad or laptop that was provided to
them. Participants’ parents and guardians were encouraged not to engage with the participant while they
completed the study. Team members were available to answer participant questions at any time during the
completion of the survey. There was no follow-up survey or additional contact conducted. All participants
were given the option to self-withdraw at any time prior to the completion of the survey.

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 Survey and analysis
The survey consisted of various sections including a background/demographics section as well as open-
ended responses identifying a role model, mentor, and hero. Additionally, outcome questions, such as overall
confidence based on the Rosenberg Self-esteem scale, overall happiness based on the Children’s Happiness
Scale, and participation in risky behavior, violence-related behaviors, physical activity, interest in
education, and practice of safe behaviors based on the CDC’s National Youth Risk Behavior survey were also
addressed (Table 1). A definition of “role model,” “mentor,” and “hero” was provided if the participant
indicated that they did not know what those terms meant. A role model was explained as “someone you look
up to”. A mentor was explained as “someone in your life that you can go to when you need help/advice?”. A
hero was explained as “a person you admire or idolize for their courage, outstanding achievements, or noble
qualities”. The full survey can be accessed here: https://redcap.ctsi.psu.edu/surveys/index.php?
s=4L973C8FFL.

Range
Survey Link to Survey of Significance of Result
Scores

Interest in 2 being more interested in education

https://www.cdc.gov/healthyyouth/data/yrbs/questionnaires.htm 2-9
Education and 9 being less interested

4 being less likely to perform risky

Participation in
https://www.cdc.gov/healthyyouth/data/yrbs/questionnaires.htm 4-30 behavior and 30 being more likely to
Risky Behavior
perform risky behavior

Scores between 15 and 30 suggest

Self-Esteem Scale https://openpsychometrics.org/tests/RSE.php 0-30 higher self-esteem; scores below 15
suggest low self-esteem

1.68- Higher scores indicate higher degree of

Happiness Scale https://dera.ioe.ac.uk/20502/1/The%20Children's%20Happiness%20Scale.pdf
4.25 happiness

2 being more likely to practice safe

The Practice of
https://www.cdc.gov/healthyyouth/data/yrbs/questionnaires.htm 2-13 behavior and 13 being less likely to
Safe Behavior
practice safe behavior

3 being less likely to participate in

Violence Related
https://www.cdc.gov/healthyyouth/data/yrbs/questionnaires.htm 3-18 violence related behaviors and 18
Behaviors
being more likely

Physical Activity 3 being more physically active and 22

https://www.cdc.gov/healthyyouth/data/yrbs/questionnaires.htm 3-22
Level being less physically active

TABLE 1: Surveys administered

In this study, influencers are defined as someone whose behaviors or values affect the behavior of the
adolescent. Our primary aim was to determine who study participants identified as role models, mentors,
and heroes, which are types of influencers. These influencers were further categorized into family members,
same-age peers, adult acquaintances, celebrities, and public/altruistic figures. A secondary aim was to
determine the association between identified role models, mentors, and heroes and the influence on factors
such as interest in education, participation in risky behavior, confidence level, happiness, practicing of safe
behaviors, violence-related behaviors, and physical activity level.

For comparative analysis, the identified role models, mentors, and heroes were categorized into the groups:
family members, adult acquaintances, same-age peers, celebrities, and public/altruistic figures. For further
analysis, the identified role models, mentors, and heroes were categorized into the groups: family members,
personal connections (adult acquaintances and same-age peers), and public figures (celebrities and
public/altruistic figures).

After data collection, we generated descriptive statistics for continuous variables including means, medians,
and standard deviations. Frequencies and percentages were used to describe categorical variables. Statistical
significance was determined using two-sample t-tests. All the analysis was carried out on SAS software (SAS
Institute Inc. 2013. SAS® 9.4 Statements: Reference. Cary, NC: SAS Institute Inc).

Results

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 Analysis was performed on 198 completed surveys. The average participant age was 14 years, with males and
females equally represented (Table 2). The majority of participants were white and lived with two parents.

Question n Responses Results

Age (in years)*

n=181 14.17 [1.85]

Grade

n=197 6 22 (11.17)

7 30 (15.23)

8 35 (17.77)

9 30 (15.23)

10 28 (14.21)

11 27 (13.71)

12 11 (5.58)

Other 14 (17.11)

Gender

n=197 Male 99 (50.25)

Female 95 (48.22)

Non-binary (Other) 3 (1.52)

Race

n=193 White 135 (69.95)

Other 22 (11.40)

Multiple Races 17 (8.81)

African American 13 (6.74)

Asian 4 (2.07)

American Indian/Alaskan Native 2 (1.04)

Household

n=195 I live with 2 parents/guardians 142 (72.82)

I split time between 2 parents/guardians 28 (14.36)

I live with 1 parent/guardian 25 (12.82)

Reports Having a Role Model

n=195 Yes 140 (71.8)

No 55 (28.2)

Reports Having a Mentor

n=193 Yes 88 (45.6)

No 105 (54.4)

Reports Having a Hero

n=192 Yes 67 (34.9)

No 125 (65.1)

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 TABLE 2: Demographics of adolescent participants
All values are expressed as no. (%) except where noted. *Value expressed as avg. [SD]

Overall, the majority of participants identified having a role model (n=140 responders, 70.7%), but fewer
participants indicated having a mentor (n=88 responders, 44.4%) or hero (n=67 responders, 33.8%). Across
all types of influencers, family members were the most commonly identified, ahead of celebrities, public
figures, same-age peers, and adult acquaintances (Figure 1). Additionally, adolescents were more likely to
choose someone they do not know personally (public figures or celebrities) compared to someone they have
a personal connection to (same-age peers or adult acquaintances) as their hero or role model, but more
frequently chose someone they have a personal connection to as a mentor (Figure 2). Statistically significant
differences were identified between whether an individual identified a role model, mentor, or hero or not
and the measured variables of interest in education, risky behavior, confidence, happiness, and practice of
safe behaviors, while no statistically significant differences were found for violence-related behavior or
physical activity (Table 3). Of those who selected a role model, mentor, or hero, there were statistically
significant differences identified between identified influencer categories and the same variables above,
except for confidence being unaffected (Table 4). In general, the data analysis revealed more positive
outcome measures for those who chose a family member as their role model, mentor, or hero.

FIGURE 1: Frequency of selected role models/mentors/heroes by 5

categories
Note: Some subjects indicated more than 1 role model/mentor/hero, 2 people did not specify who their role model
or hero was.

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 FIGURE 2: Frequency of selected role models/mentors/heroes by 3
categories
Note: Some subjects indicated more than 1 role model/mentor/hero, 2 people did not specify who their role model
or hero was.

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 Groups Compared (Group 1 vs. Group 1 mean Group 2 mean
Behavior p-value
Group 2) (SD) (SD)

Interest in Education Yes vs. No 3.71 (1.27) 4.25 (1.24) 0.00082*

Risky Behavior Yes vs. No 9.60 (1.71) 10.80 (3.34) 0.0148*

Confidence Score Yes vs. No 16.63 (1.97) 15.83 (1.86) 0.0121*

Role Happiness Score Yes vs. No 3.22 (0.40) 2.71 (1.06) 0.0006*
Models
Participation in Safe
Yes vs. No 2.70 (1.22) 3.34 (1.99) 0.0291*
Behavior

Violent Behavior Yes vs. No 3.56 (1.47) 3.89 (1.90) 0.2472

Physical Activity Yes vs. No 11.66 (4.03) 12.57 (3.71) 0.1477

Interest in Education Yes vs. No 3.60 (1.24) 4.09 (1.28) 0.0071*

Risky Behavior Yes vs. No 9.80 (1.80) 10.06 (2.74) 0.4457

Confidence Score Yes vs. No 1.95 (16.00) 16.31 (1.98) 0.5123

Happiness Score Yes vs. No 3.13 (0.67) 3.02 (0.73) 0.2407

Mentors
Participation in Safe
Yes vs. No 2.69 (1.14) 3.05 (1.73) 0.0873
Behavior

Violent Behavior Yes vs. No 3.63 (1.52) 3.68 (1.69) 0.8167

Physical Activity Yes vs. No 11.59 (3.76) 12.20 (4.10) 0.2928

Interest in Education Yes vs. No 3.55 (1.06) 4.03 (1.36) 0.0081*

Risky Behavior Yes vs. No 9.77 (1.66) 10.02 (2.62) 0.4286

Confidence Score Yes vs. No 16.61 (2.00) 16.29 (1.95) 0.2933

Happiness Score Yes vs. No 3.19 (0.33) 3.01 (3.29) 0.0325*

Heroes
Participation in Safe
Yes vs. No 2.60 (1.20) 3.03 (1.62) 0.0380*
Behavior

Violent Behavior Yes vs. No 3.70 (1.75) 3.64 (1.55) 0.8094

Physical Activity Yes vs. No 11.28 (3.59) 12.25 (4.10) 0.1097

TABLE 3: Behavior differences between having a role model, mentor, or hero and not having one
Significant values are listed in bold*

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 Group 1 mean Group 2 mean
Behavior Groups Compared p-value
(SD) (SD)

Grouping: family, personal connection, public figures

Role
Models Participation in Safe
Family vs. Public Figures 2.83 (1.36) 2.32 (0.54) 0.0448
Behavior

Grouping: family, adult acquaintances, same-age peers, celebrities, or public figures

Interest in Education Family vs. Same-Age Peers 3.48 (1.05) 5.80 (1.30) <0.0001

Adult Acquaintances vs. Same-Age

Interest in Education 3.32 (1.38) 5.80 (1.30) <0.0001
Peers

Mentors Happiness Score Family vs. Same-Age Peers 3.25 (0.33) 2.59 (1.47) 0.0358

Grouping: family, personal connection, public figures

Happiness Score Family vs. Personal Connection 3.24 (0.34) 2.91 (0.44) 0.0383

Participation in Safe
Family vs. Personal Connection 2.53 (0.80) 3.08 (1.67) 0.0410
Behavior

Grouping: family, adult acquaintances, same-age peers, celebrities, or public figures

Interest in Education Adult Acquaintances vs. Celebrities 2.00 (0.00) 3.79 (1.03) 0.0246

Interest in Education Adult Acquaintances vs. Public Figures 2.00 (0.00) 3.78 (1.09) 0.0333

Risky Behavior Same-Age Peers vs. Celebrities 12.00 (2.83) 9.16 (1.98) 0.0216
Heroes
Participation in Safe
Family vs. Celebrities 2.39 (0.70) 3.16 (1.86) 0.0277
Behavior

Grouping: family, personal connection, public figures

Risky Behavior Personal Connection vs. Public Figures 11.33 (2.31) 9.30 (1.77) 0.0422

TABLE 4: Behaviors that had significant differences between identified role models, mentors, or
heroes

Role models
When comparing individuals who identified as having a role model versus those who did not, statistically
significant differences were found, all favoring those with a role model. These adolescents had a higher
interest in education (p=0.00082), less risky behavior (p=0.0148), higher confidence levels (p=0.0121), higher
happiness levels (p=0.0006), and participated in safer behaviors (p=0.0291). There were no statistically
significant findings when comparing the role models between five categories: family, same-age peers, adult
acquaintances, celebrities, and public figures. However, when comparing who the identified role models
were, based on three categories (family member, personal connection, and public figures), those who chose
public figures exhibited safer behaviors than those who chose a family member (p=0.0448).

Mentors
When comparing participants who identified as having a mentor versus those who did not, there were
significant findings in regard to race and interest in education. Those who identified as white were about
equally likely to have a mentor (51%), while their non-white counterparts were less likely to have a mentor
(31%, p=0.012). Adolescents that identified as having a mentor had a higher interest in education than those
who did not identify a mentor (p=0.007). When comparing the identified mentors based on the five
categories (family members, same-age peers, adult acquaintances, celebrities, and public figures), those who
identified a family member or adult acquaintance as their mentor had a higher interest in education than
those who identified a same-age peer mentor (p<0.0001, p<0.0001). Other grouping comparisons showed no
significant findings relating to interest in education. Additionally, adolescents who identified a family
member mentor had higher levels of happiness compared to same-age peer mentors (p=0.036). When
comparing three categories of mentors (family member, personal connection, and public figure), those with
family mentors had higher levels of happiness and participated in safer behaviors than those who identified
only a personal connection to their mentor (p=0.039, p=0.041). There were no significant findings between
family or personal connection mentors and public figure mentors.

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 Heroes
Participants who reported having a hero had significantly more interest in education (p=0.0081),
participated in safer behaviors (p=0.0380), and had higher happiness levels (p=0.0325) than those without a
hero. When comparing all five categories (family, same-age peer, adult acquaintance, celebrity, public
figure), those with adult acquaintance heroes had a higher interest in education than those with celebrity or
public figure heroes (p=0.025, p=0.033). Similar to participants with family role models, those who identified
family heroes had safer behavior than those who identified celebrity heroes (p=0.0277). Lastly, participants
who identified a same-age peer hero participated in riskier behavior than those with celebrity heroes
(p=0.022). There were no statistically significant differences when comparing who the identified hero was
and happiness. When comparing three categories (family, personal connection, and public figure),
participants who had a personal connection to their hero were more likely to have riskier behavior than
those who identified a public figure hero (p=0.0422).

Discussion
Our data support previous research indicating the positive associations of having a role model or mentor on
adolescent behaviors and school performance, in addition to family members being most commonly
identified as significant persons in adolescent lives [6]. Our study also adds to these associations by
providing insight into the correlations between who these identified influencers are and specific behavioral
outcomes. We also considered the influences of celebrities/public figures on risky behavior, participation in
safe behaviors, and interest in education. Additionally, our findings supplement previous research by
analyzing familial vs. non-familial outcome comparisons for role models and mentors, in addition to the
associations of having a hero. Curiously, previous research has indicated the correlation between family role
models and a decrease in high-risk behaviors [8-10], while our data only showed this association between
identifying having a role model or not. Our findings did however reveal a similar association between family
role models and an increase in participation in safe behaviors, the only significant finding between an
identified role model and our outcome measures.

While our data aligns with previous research indicating the general positive associations of having a mentor
on school performance [13, 14], our results also show that family and adult acquaintance mentors
specifically have more benefits than peer mentors in regard to interest in education. This could be because
children see adults as authority figures and as people who have already successfully obtained an education,
unlike school peers. Additionally, children in our study indicated a higher interest in education when they
identified having a hero, with more specifically knowing their hero personally, like an adult acquaintance as
opposed to public figures or celebrities, having a more significant association. Idolizing someone you know
may have more direct positive effects than a person you only know through the media. Decreased interest in
education and school disengagement has been shown as a predictor of school dropout, delinquency, official
offending, and future substance abuse in adolescence and early adulthood [17]. School dropout specifically is
linked to substantially lower income, decreased health, and crime involvement and
incarceration. Furthermore, interest in one’s education during adolescence can have drastic impacts on the
entirety of one’s life, and obtaining a mentor or hero, ideally, a family member can help decrease the
likelihood of these negative outcomes.

Similarly, studies have shown a decrease in risky behaviors when having a positive mentor [15], and our
survey responses revealed that having a role model also decreases risky behavior. Interestingly, the
participants had significantly decreased risky behaviors when having a celebrity hero versus a peer or friend.
This theme remained when comparing levels of risky behavior with individuals who have a hero they know
personally to those who do not. However, children with family heroes practiced safer behaviors than those
with celebrity heroes, further revealing the potential significant positive impact of family members.
Engaging in risky behaviors during adolescence is associated with less favorable outcomes in young
adulthood relating to health, economic success, family formation, and incarceration [18]. Often, the earlier
an adolescent participates in risky behavior, the more likely they will have negative adult outcomes. This
highlights the importance of adolescents finding positive role models, mentors, or heroes in early
adolescence.

Adding to previous studies’ associations with having a positive mentor, our data revealed that family
mentors were the most significant predictor of happiness and that having a role model also increased
happiness. It is well-documented that depression is highly prevalent in adolescence, and is associated with
at least one recurrent episode in adulthood [19]. Additionally, adolescent depression has been shown to
correlate with lower odds of completing secondary school and higher odds of being unemployed, and lower
hourly pay [19]. These associations between adolescent depression and later psychosocial outcomes signify
the value of having a positive mentor during adolescence due to its associations with happiness levels.

Surprisingly, our data showed many benefits of having a role model in general, but only had one statistically
significant outcome for who this role model was. Our data did not show the known positive associations of
family role models with less engagement in high-risk behaviors [8-10]. However, the data revealed that
having a role model increases engagement in safer behaviors, with specific family members having more of
an association than public figures. We believe this is due to our sample size and that the large majority of

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 participants chose family role models with fewer data to compare to other categories.

Clinical Implications
Our research has implications for both physicians and parents. Physicians are in a position to teach parents
about the importance of role models, mentors, and heroes and emphasize the key role that parents play in
behavioral and school-related outcomes for their children. Parents can then use this knowledge and
awareness to shape their own behaviors and conversations with adolescents. While we know the positive
associations of role models, mentors, and heroes, many adolescents did not identify as having one. Using the
tool the authors have created, clinicians and parents can screen their adolescents using the tool “Looking
for help and courage”, by asking the child 3 questions: (1) Is there anyone you look up to? (2) Is there anyone
in your life that you can go to for help or advice? and (3) Is there anyone who you admire for their courage,
outstanding achievements, or noble qualities? In the case that adolescents answer no to these questions, an
opportunity arises to counsel the child on the importance of finding a role model, mentor, or hero,
emphasizing the importance of a family member if they are a positive influence.

Limitations
Our study has several limitations, mostly pertaining to the demographics of our sample size. Due to the
suburban and somewhat rural location, almost 70% of our study population was white, with almost 73%
living with two parents. However, this is only slightly above national data, citing that 69% of adolescents live
in families with two parents [20]. These demographics could affect the role models, mentors, and heroes
that were identified, and the measured behavioral outcomes could be affected by variables related to these
demographics and not solely from their chosen role models, mentors, and heroes. Furthermore, since the
family was the most identified category, our results could simply be showing the positive correlations
between parental support.

Additionally, our survey lacked a category for Hispanic or Latino participants or those of Middle Eastern or
North African descent. Participants of these demographics took part in the study, but unfortunately were
not quantitatively accounted for. Their results may or may not have been included in the category “white” or
“other.”

Participants were instructed to answer only the questions they felt comfortable answering, so some of the
survey questions were not fully completed by our entire study population. As with most surveys, the received
responses may not reflect the true behavior of the adolescents, as some of the questions inquired about
illegal or risky behaviors.

Conclusions
Our data demonstrate the powerful positive correlations of family members on the safety, education, and
happiness of adolescents aged 11-18. We offer a screening tool to help clinicians and parents identify those
without a role model, mentor, or hero with the goal of increasing the number of children with a positive
influence. Further research could explore any differences in role models, mentors, and heroes based on race
and/or grade point average (GPA). Lastly, additional relevant or more specific adolescent outcomes could be
researched than the ones in this study, such as rates of anxiety and depression, teen pregnancy, or obesity.

Additional Information
Disclosures
Human subjects: Consent was obtained or waived by all participants in this study. Penn State IRB issued
approval 2943857834. Our research study received IRB approval for human subjects research. . Animal
subjects: All authors have confirmed that this study did not involve animal subjects or tissue. Conflicts of
interest: In compliance with the ICMJE uniform disclosure form, all authors declare the following:
Payment/services info: All authors have declared that no financial support was received from any
organization for the submitted work. Financial relationships: All authors have declared that they have no
financial relationships at present or within the previous three years with any organizations that might have
an interest in the submitted work. Other relationships: All authors have declared that there are no other
relationships or activities that could appear to have influenced the submitted work.

Acknowledgements
Hamna Atif and Lindsey Peck contributed equally to the work and should be considered co-first authors.
Data are available on reasonable request. The data are stored as de-identified participant data which are
available on request to [email protected].

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