The DOI matches its Crossref record; 94 of the 98 references it cites were found in a registry or an index.
A Meta‐Analysis of After‐School Programs That Seek to Promote Personal and Social Skills in Children and Adolescents
Abstract
A meta‐analysis of after‐school programs that seek to enhance the personal and social skills of children and adolescents indicated that, compared to controls, participants demonstrated significant increases in their self‐perceptions and bonding to school, positive social behaviors, school grades and levels of academic achievement, and significant reductions in problem behaviors. The presence of four recommended practices associated with previously effective skill training (SAFE: sequenced, active, focused, and explicit) moderated several program outcomes. One important implication of current findings is that ASPs should contain components to foster the personal and social skills of youth because youth can benefit in multiple ways if these components are offered. The second implication is that further research is warranted on identifying program characteristics that can help us understand why some programs are more successful than others.
Overview
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“They also examined several moderator variables and found support for moderation on four outcomes for programs that used specific practices (i.e., SAFE: sequenced, active, focused, and explicit) compared to those that did not use those practices.”
From Effects of after-school programs with at-risk youth on attendance and externalizing behaviors: A systematic review and meta-analysis (2015) · cites this paper as Durlak et al. 2010
In the citing paper
“Durlak and colleagues, furthermore, did not adjust for pre-test differences in all cases and did not require that studies control for pre-test differences or demonstrate pre-test equivalence.”
From Effects of after-school programs with at-risk youth on attendance and externalizing behaviors: A systematic review and meta-analysis (2015) · cites this paper as Durlak et al. 2010
In the citing paper
“We included substance use measures in the construct of externalizing behaviors whereas (Durlak et al. 2010) separated substance use, for which they found no significant effect, from other externalizing behaviors.”
From Effects of after-school programs with at-risk youth on attendance and externalizing behaviors: A systematic review and meta-analysis (2015) · cites this paper as Durlak et al. 2010
In the citing paper
“but no significant effects on drug use and school attendance”
From Effects of after-school programs with at-risk youth on attendance and externalizing behaviors: A systematic review and meta-analysis (2015) · cites this paper as Durlak et al. 2010
In the citing paper
“In a meta-analysis of after-school programs (Durlak et al. 2010) found an overall positive and statistically significant effect of after-school programs across all outcomes examined (d = 0.22, CI 0.16, 0.29).”
From Effects of after-school programs with at-risk youth on attendance and externalizing behaviors: A systematic review and meta-analysis (2015) · cites this paper as Durlak et al. 2010
In the citing paper
“Finally, the current review included different studies than the Durlak review based on slightly different inclusion criteria and more recent search for studies.”
From Effects of after-school programs with at-risk youth on attendance and externalizing behaviors: A systematic review and meta-analysis (2015) · cites this paper as Durlak et al. 2010
In the citing paper
“Also, Durlak and colleagues estimated an effect size of zero for all outcomes when the primary study authors reported the result as non-significant and did not report enough data to calculate a true effect size.”
From Effects of after-school programs with at-risk youth on attendance and externalizing behaviors: A systematic review and meta-analysis (2015) · cites this paper as Durlak et al. 2010
In the citing paper
“This is problematic because, although all included studies in Durlak et al.’s review used a comparison group, 65 % of the included studies were quasi-experiments and thus potentially suffered from selection bias. Without adjusting for baseline differences, the effects could be over- or under-estimated.”
From Effects of after-school programs with at-risk youth on attendance and externalizing behaviors: A systematic review and meta-analysis (2015) · cites this paper as Durlak et al. 2010
In the citing paper
“These results contradict (Durlak et al. 2010) findings of significant effects on problem behaviors [ES 0.19, CI (0.10, 0.27)], but corroborate Durlak and colleagues’ findings of non-significant effects on drug use and school attendance, and (Zief et al. 2006) findings of no effects on behavior and school attendance.”
From Effects of after-school programs with at-risk youth on attendance and externalizing behaviors: A systematic review and meta-analysis (2015) · cites this paper as Durlak et al. 2010
In the citing paper
“Although (Durlak et al. 2010) review called for the reporting of participant demographic information such as socio-economic status, race, and gender, this information continues to be underreported.”
From Effects of after-school programs with at-risk youth on attendance and externalizing behaviors: A systematic review and meta-analysis (2015) · cites this paper as Durlak et al. 2010
In the citing paper
“Prior reviews and primary research suggest that program and participant characteristics may moderate effects of after-school programs, such as program quality and characteristics (Simpkins et al. 2004; Lauer et al. 2006; Durlak et al. 2010)”
From Effects of after-school programs with at-risk youth on attendance and externalizing behaviors: A systematic review and meta-analysis (2015) · cites this paper as Durlak et al. 2010
In the citing paper
“However, since 2007, when prior reviews concluded their search (Durlak et al. 2010; Roth et al. 2010), more after-school program studies have used randomization.”
From Effects of after-school programs with at-risk youth on attendance and externalizing behaviors: A systematic review and meta-analysis (2015) · cites this paper as Durlak et al. 2010
In the citing paper
“Any of these procedures could have resulted in a bias of the effect size estimates and could explain the difference in the meta-analytic results between the two reviews.”
From Effects of after-school programs with at-risk youth on attendance and externalizing behaviors: A systematic review and meta-analysis (2015) · cites this paper as Durlak et al. 2010
In the citing paper
“For school attendance, the evidence from this review converges with prior quantitative and narrative reviews.”
From Effects of after-school programs with at-risk youth on attendance and externalizing behaviors: A systematic review and meta-analysis (2015) · cites this paper as Durlak et al. 2010
Citations
Cites
Statistical Power Analysis for the Behavioral Sciences
Muller, K. E., & Cohen, J. (1989) · Technometrics · doi:10.2307/1270020 · Cited by 99,603
Statistical power analysis for the behavioral sciences
Cohen, J. (1990) · Computers Environment and Urban Systems · doi:10.1016/0198-9715(90)90050-4 · Cited by 65,417
Measuring inconsistency in meta-analyses
Higgins, J. P. T., Thompson, S. G., Deeks, J. J., & Altman, D. G. (2003) · BMJ · doi:10.1136/bmj.327.7414.557 · Cited by 63,139
Statistical Power Analysis for the Behavioral Sciences (2nd ed.).
Lachenbruch, P. A., & Cohen, J. (1989) · Journal of the American Statistical Association · doi:10.2307/2290095 · Cited by 37,421
Hierarchical Linear Models: Applications and Data Analysis Methods.
Longford, N. T., Bryk, A. S., & Raudenbush, S. W. (1993) · Contemporary Sociology A Journal of Reviews · doi:10.2307/2075823 · Cited by 18,773
Duval, S., & Tweedie, R. (2000) · Biometrics · doi:10.1111/j.0006-341x.2000.00455.x · Cited by 14,099
Hierarchical Linear Models: Applications and Data Analysis Methods
Davidian, M. (2003) · Journal of the American Statistical Association · doi:10.1198/jasa.2003.s288 · Cited by 13,820
Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011) · Child Development · doi:10.1111/j.1467-8624.2010.01564.x · Cited by 10,854
Self-citationWasserman, S. S., Hedges, L. V., & Olkin, I. (1988) · Journal of Educational Statistics · doi:10.2307/1164953 · Cited by 10,377
A Handbook of Child Psychology
(1932) · Nature · doi:10.1038/130331a0 · Cited by 10,133
Research works printed but not linked: 9
- Collaborative for Academic Social and Emotional Learning [CASEL]. (2005).Safe and sound: An educational leader’s guide to evidence-based social and emotional learning programs—Illinois edition.Retrieved January 10 2007 fromhttp://www.casel.org.
- *Fabiano L. Pearson L. M. & Williams I. J. (2005).Putting students on a pathway to academic and social success: Phase III findings of the Citizen Schools evaluation. Washington DC: Policy Studies Associates Inc.
- *Fuentes E. G. (1983). A primary prevention program for psychological and cultural identity enhancement: Puerto Rican children in semi-rural northeast United States.Dissertation Abstracts International 44(05) 1578B.
- Granger RC, 2004, Improving the quality of after-school programs, Education Week, 23, 76
- 2003, A review of out-of-school time program quasi-experimental and experimental evaluation results
- *Prenovost J. K. E. (2001). A first-year evaluation of after school learning programs in four urban middle schools in the Santa Ana Unified School District.Dissertation Abstracts International 62 (03) 884A.
- *Ross J. G. Saavadra P. J. Shur G. H. Winters F. & Felner R. D. (1992). The effectiveness of an after-school program for primary grade latchkey students on precursors of substance abuse.Journal of Community Psychology OSAP Special Issue 22–38.
- *Schinke S. P. Orlandi M. A. & Cole K. C. (1992). Boys & Girls Clubs in public housing developments: Prevention services for youth at risk.Journal of Community Psychology OSAP Special Issue 118–128.
- Simpkins S. Little P. & Weiss H. (2004).Understanding and measuring attendance in out-of-school time programs.Cambridge MA: Harvard Family Research Project. Available atwww.gse.harvard.edu/hfrp/projects/afterschool/resources/issuebrief7.html.
Cited by
Sorted by citations
Items 201–300 of 1,001
Prati, G., Cicognani, E., & Albanesi, C. (2017) · Social Indicators Research · doi:10.1007/s11205-017-1808-9 · Cited by 31
Calarco, J. M., Horn, I. S., & Chen, G. A. (2022) · Educational Researcher · doi:10.3102/0013189x221111337 · Cited by 39
Patterns of social-emotional learning needs among high school freshmen students
Tan, K. P. H., Sinha, G. R., Shin, O. J., & Wang, Y. (2018) · Children and Youth Services Review · doi:10.1016/j.childyouth.2018.01.033 · Cited by 31
Fidelity in After-School Program Intervention Research: A Systematic Review
Maynard, B. R., Peters, K. E., Vaughn, M. G., & Sarteschi, C. M. (2013) · Research on Social Work Practice · doi:10.1177/1049731513491150 · Cited by 30
Loneliness: Adolescents’ perspectives on what causes it, and ways youth services can prevent it
Turner, S., Fulop, A., & Woodcock, K. A. (2024) · Children and Youth Services Review · doi:10.1016/j.childyouth.2024.107442 · Cited by 39
Allen, J. P., Narr, R. K., Nagel, A. G., Costello, M. A., & Guskin, K. A. (2020) · Development and Psychopathology · doi:10.1017/s0954579419001731 · Cited by 34
Yu, M. V. B., Liu, Y., Soto‐Lara, S., Puente, K., Carranza, P. R., Pantano, A., & Simpkins, S. D. (2021) · American Journal of Community Psychology · doi:10.1002/ajcp.12518 · Cited by 30
Oyserman, D., O’Donnell, S. C., Sorensen, N., & Wingert, K. M. (2021) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2021.101993 · Cited by 31
The Role of Hope in Preventive Interventions
Kwon, P. H., Birrueta, M., Faust, E., & Brown, E. (2015) · Social and Personality Psychology Compass · doi:10.1111/spc3.12227 · Cited by 30
Peer Groups as a Crucible of Positive Value Development in a Global World
Larson, R. W., Jensen, L. A., Kang, H., Griffith, A. N., & Rompala, V. (2012) · Cambridge University Press eBooks · doi:10.1017/cbo9781139013659.010 · Cited by 30
Competition's Role in Developing Psychological Strength and Outstanding Performance
Worrell, F. C., Knotek, S. E., Plucker, J. A., Portenga, S., Simonton, D. K., Olszewski‐Kubilius, P., Schultz, S. R., & Subotnik, R. F. (2016) · Review of General Psychology · doi:10.1037/gpr0000079 · Cited by 30
The Roles of Grit in Human Resources Theory and Research
Jordan, S. L., Wihler, A., Hochwarter, W. A., & Ferris, G. R. (2019) · Emerald Group Publishing Limited eBooks · doi:10.1108/s0742-730120190000037003 · Cited by 34
Granski, M., Javdani, S., Anderson, V. R., & Caires, R. (2019) · American Journal of Community Psychology · doi:10.1002/ajcp.12377 · Cited by 32
Lester, A. M., Chow, J. C., & Melton, T. N. (2020) · Journal of Youth and Adolescence · doi:10.1007/s10964-019-01188-8 · Cited by 29
Promoting positive youth development through a school-based intervention program Try Volunteering
Truskauskaitė‐Kunevičienė, I., Romera, E. M., Ruiz, R. O., & Žukauskienė, R. (2018) · Current Psychology · doi:10.1007/s12144-018-9790-1 · Cited by 37
Waters, L. E., & Loton, D. J. (2021) · Frontiers in Psychology · doi:10.3389/fpsyg.2021.774967 · Cited by 33
Positive Youth Development in Organized Programs: How Teens Learn to Manage Emotions
Rusk, N., Larson, R. W., Raffaelli, M., Walker, K., Washington, L., Gutiérrez, V., Kang, H., Tran, S. P., & Perry, S. C. (2013) · Springer eBooks · doi:10.1007/978-94-007-6398-2_15 · Cited by 29
Out-of-school childcare: Exploring availability and quality in EU member states
Plantenga, J., & Remery, C. L. H. S. (2017) · Journal of European Social Policy · doi:10.1177/0958928716672174 · Cited by 29
Delale-O’Connor, L., Huguley, J. P., Parr, A. K., & Wang, M. (2019) · American Educational Research Journal · doi:10.3102/0002831219890575 · Cited by 29
Martín, F. D. F., Moreno-Guerrero, A.-J., Marín, J. A. M., & Rodríguez, J. M. R. (2022) · Sustainability · doi:10.3390/su14073755 · Cited by 28
Effects of the “double reduction” policy on the commercial tutoring sector in China
Zhao, N., Shi, C., & Wang, C. (2024) · International Journal of Educational Development · doi:10.1016/j.ijedudev.2024.102989 · Cited by 28
Adolescent health promotion based on community-centered arts education
Farre, A. G. M. D. C., Pinheiro, P. N. D. C., Vieira, N. F. C., Gubert, F. D. A., Alves, M. D. D. S., & Monteiro, E. M. L. M. (2017) · Revista Brasileira de Enfermagem · doi:10.1590/0034-7167-2016-0078 · Cited by 28
de Leeuw, R. R., de Boer, A., & Minnaert, A. E. M. G. (2020) · International Journal of Educational Research Open · doi:10.1016/j.ijedro.2020.100002 · Cited by 28
Grogan, K. E., Henrich, C. C., & Malikina, M. V. (2014) · Child Development Research · doi:10.1155/2014/498506 · Cited by 28
Raimundo, R., Carapito, E., Pereira, A. I., Pinto, A. M., Lima, M. L., & Ribeiro, M. T. (2012) · The Spanish Journal of Psychology · doi:10.5209/rev_sjop.2012.v15.n3.39431 · Cited by 28
Züchner, I., & Fischer, N. (2014) · Zeitschrift für Erziehungswissenschaft · doi:10.1007/s11618-013-0477-y · Cited by 28
The Art of Restraint: How Experienced Program Leaders Use Their Authority to Support Youth Agency
Larson, R. W., Izenstark, D., Rodríguez, G., & Perry, S. C. (2015) · Journal of Research on Adolescence · doi:10.1111/jora.12234 · Cited by 29
Positive youth development programmes to reduce substance use in young people: Systematic review
Meléndez‐Torres, G. J., Dickson, K., Fletcher, A., Thomas, J., Hinds, K., Campbell, R. M., Murphy, S., & Bonell, C. P. (2016) · International Journal of Drug Policy · doi:10.1016/j.drugpo.2016.01.007 · Cited by 28
Fostering social and emotional skills through families, schools and communities
Ikesako, H., & Miyamoto, K. (2015) · OECD education working papers · doi:10.1787/5js07529lwf0-en · Cited by 31
Developmental and Social Prevention
Farrington, D. P., Ttofi, M. M., & Lösel, F. A. (2016) · Springer series on evidence-based crime policy · doi:10.1007/978-1-4939-3477-5_2 · Cited by 28
Communication Apprehension Across the Career Span
Marcel, M. (2019) · International Journal of Business Communication · doi:10.1177/2329488419856803 · Cited by 30
Ray, A. E., Greene, K. L., Pristavec, T., Hecht, M. L., Miller-Day, M. A., & Banerjee, S. C. (2020) · Educational Technology Research and Development · doi:10.1007/s11423-020-09813-1 · Cited by 27
Virtual Sport-Based Positive Youth Development During the COVID-19 Pandemic
Bates, S. M., Greene, D., & O’Quinn, L. (2021) · Child and Adolescent Social Work Journal · doi:10.1007/s10560-021-00774-9 · Cited by 35
Positive Youth Development in Education
Römer, D., & Hansen, D. T. (2021) · Springer eBooks · doi:10.1007/978-3-030-64537-3_4 · Cited by 32
The conditioning effects of positive experiences on the ACEs-offending relationship in adolescence
Novak, A. S., & Fagan, A. A. (2022) · Child Abuse & Neglect · doi:10.1016/j.chiabu.2022.105915 · Cited by 31
Biglan, A., Prinz, R. J., & Fishbein, D. H. (2023) · Prevention Science · doi:10.1007/s11121-022-01482-1 · Cited by 29
Ni, Y., & Jia, F. (2023) · Children · doi:10.3390/children10030491 · Cited by 31
Deane, K. L., Harré, N., Moore, J., & Courtney, M. G. R. (2016) · Journal of Youth and Adolescence · doi:10.1007/s10964-016-0463-9 · Cited by 35
Without The Academic Part, It Wouldn’t Be Squash”: Youth Development in an Urban Squash Program
Hemphill, M. A., & Richards, K. A. R. (2016) · Journal of Teaching in Physical Education · doi:10.1123/jtpe.2015-0109 · Cited by 27
Promoting Nurturing Environments in Afterschool Settings
Smith, E. P., & Bradshaw, C. P. (2017) · Clinical Child and Family Psychology Review · doi:10.1007/s10567-017-0239-0 · Cited by 32
After-School Programs for High School Students: An Evaluation of After School Matters
Hirsch, B. J., Hedges, L. V., Stawicki, J., & Mekinda, M. A. (2011) · doi:10.59656/yd-os9954.001 · Cited by 27
Parent Training Programs for School-Age Children With Autism: A Systematic Review
Black, M. E., & Therrien, W. J. (2017) · Remedial and Special Education · doi:10.1177/0741932517730645 · Cited by 26
Thouin, É., Dupéré, V., Dion, É., McCabe, J., Denault, A., Archambault, I., Brière, F. N., Leventhal, T., & Crosnoe, R. L. (2020) · Applied Developmental Science · doi:10.1080/10888691.2020.1796665 · Cited by 34
Daniels, B. T., Human, A., Gallagher, K. M., & Howie, E. K. (2021) · Journal of American College Health · doi:10.1080/07448481.2021.1950163 · Cited by 26
Majed, E., Ruiz, Y., Amireault, S., Reed, J. B., Snyder, F. J., McDonough, M. H., & Blankenship, B. T. (2021) · The Journal of Early Adolescence · doi:10.1177/02724316211036748 · Cited by 26
van der Aar, L. P. E., Peters, S., Becht, A., & Crone, E. A. (2021) · Cognitive Affective & Behavioral Neuroscience · doi:10.3758/s13415-021-00946-1 · Cited by 28
Learning and Development in After-School Programs
Hirsch, B. J. (2011) · Phi Delta Kappan · doi:10.1177/003172171109200516 · Cited by 26
Segura, A. M. G., & Carcedo, R. J. (2020) · Frontiers in Psychology · doi:10.3389/fpsyg.2019.03012 · Cited by 30
Examining the Effects of Afterschool Reading Interventions for Upper Elementary Struggling Readers
Roberts, G. J., Capin, P., Roberts, G., Miciak, J., Quinn, J. M., & Vaughn, S. R. (2018) · Remedial and Special Education · doi:10.1177/0741932517750818 · Cited by 25
Zarrett, N. R., Liu, Y., Vandell, D. L., & Simpkins, S. D. (2020) · Adolescent Research Review · doi:10.1007/s40894-020-00142-1 · Cited by 32
The effect of a middle grades STEM initiative on students’ cognitive and non-cognitive outcomes
Adams, E. L. (2021) · Studies In Educational Evaluation · doi:10.1016/j.stueduc.2021.100983 · Cited by 25
Mental Health and Positive Development Prevention Interventions: Overview of Systematic Reviews
Harrison, L., Sharma, N., Irfan, O., Zaman, M., Vaivada, T., & Bhutta, Z. A. (2022) · PEDIATRICS · doi:10.1542/peds.2021-053852g · Cited by 25
Designing schools to Support Socialization Processes of Students
Garibaldi, M. L., & Josias, L. (2015) · Procedia Manufacturing · doi:10.1016/j.promfg.2015.07.446 · Cited by 33
Hedemann, E. R., & Frazier, S. L. (2016) · Administration and Policy in Mental Health and Mental Health Services Research · doi:10.1007/s10488-016-0758-x · Cited by 29
Barry, M. M., Clarke, A. M., Morreale, S. E., & Field, C. A. (2017) · Adolescent Research Review · doi:10.1007/s40894-017-0055-2 · Cited by 25
de Leeuw, R. R., de Boer, A., Bijstra, J. O., & Minnaert, A. E. M. G. (2017) · European Journal of Special Needs Education · doi:10.1080/08856257.2017.1334433 · Cited by 25
Social Skills and Problem‐Solving Training
Mueser, K. T., Gottlieb, J. D., & Gingerich, S. L. (2013) · Wiley eBooks · doi:10.1002/9781118528563.wbcbt12 · Cited by 25
Борисовна, Б. Е., Ushakova, O. B., Antonova, M. A., Pak, L. G., Равильевна, С. Э., Мусафиров, М. К., Olinder, M. V., & Евгеньевна, С. О. (2019) · Humanities & Social Sciences Reviews · doi:10.18510/hssr.2019.74152 · Cited by 24
Dyson, B. P., Shen, Y., Howley, D., & Baek, S. (2023) · Frontiers in Education · doi:10.3389/feduc.2023.1100667 · Cited by 34
Soto, C. J., Hudson, N. W., Napolitano, C. M., Sewell, M. N., Yoon, H. R., & Roberts, B. W. (2025) · European Journal of Personality · doi:10.1177/08902070251392639 · Cited by 25
The Structural Relationship between Exercise Frequency, Social Health, and Happiness in Adolescents
Cheon, H.-U. (2021) · Sustainability · doi:10.3390/su13031050 · Cited by 24
Effects of the physical and social environment on youth cognitive performance
Meredith, W. J., Cardenas‐Iniguez, C., Berman, M. G., & Rosenberg, M. D. (2022) · Developmental Psychobiology · doi:10.1002/dev.22258 · Cited by 24
Hamzah, S. R., Suandi, T., Krauss, S. E., Hamzah, A., & Tamam, E. (2014) · International Journal of Adolescence and Youth · doi:10.1080/02673843.2014.942793 · Cited by 27
Strategies for fostering basic psychological needs support in high quality youth leadership programs
Bean, C. N., Harlow, M., & Kendellen, K. (2016) · Evaluation and Program Planning · doi:10.1016/j.evalprogplan.2016.12.003 · Cited by 24
Colmenero, V. C., García, P. Á. C., & Tendero, G. R. (2013) · Revista de Investigación Educativa · doi:10.6018/rie.31.2.164501 · Cited by 24
Lane, J. (2018) · Criminology & Public Policy · doi:10.1111/1745-9133.12362 · Cited by 23
Montañez, E., Berger‐Jenkins, E., Rodriguez, J., McCord, M., & Meyer, D. D. (2015) · Children & Schools · doi:10.1093/cs/cdv004 · Cited by 30
Social skills inventory for adolescents: evidence of construct validity and reliability
Leme, V. B. R., Campos, J. R., Coimbrã, S., PRETTE, A. D., & Prette, Z. A. P. D. (2016) · Psico · doi:10.15448/1980-8623.2016.3.20942 · Cited by 23
Making Space for Social and Emotional Learning in Science Education
Ingram, E., Reddick, K., Honaker, J. M., & Pearson, G. A. (2021) · Frontiers in Education · doi:10.3389/feduc.2021.712720 · Cited by 23
Zhang, E., & Liu, Y. (2022) · International Journal of Educational Research · doi:10.1016/j.ijer.2022.101949 · Cited by 27
Community Schools: a Public Health Opportunity to Reverse Urban Cycles of Disadvantage
Diamond, C., & Freudenberg, N. (2016) · Journal of Urban Health · doi:10.1007/s11524-016-0082-5 · Cited by 25
Bean, C. N., & Forneris, T. (2017) · International Journal of Sport and Exercise Psychology · doi:10.1080/1612197x.2017.1350825 · Cited by 23
Tan, K. P. H., Shin, O. J., & Le, M. D. H. (2018) · Psychology in the Schools · doi:10.1002/pits.22118 · Cited by 26
Intensive Intervention for Students with Emotional and Behavioral Disorders
Smith, S. W., Poling, D. V., & Worth, M. R. (2018) · Learning Disabilities Research and Practice · doi:10.1111/ldrp.12174 · Cited by 23
Parr, N. J., Schweer‐Collins, M. L., Darlington, T. M., & Tanner‐Smith, E. E. (2019) · Journal of Adolescence · doi:10.1016/j.adolescence.2019.10.009 · Cited by 23
Liu, Y., Kim, C.-D., Carney, J. V., Chung, K. S., & Hazler, R. J. (2020) · Journal of Counseling & Development · doi:10.1002/jcad.12341 · Cited by 23
Social Skills Program for Adolescents in Vulnerable Social Contexts
Leme, V. B. R., Fernandes, L. D. M., Jovarini, N. V., Achkar, A. M. N. E., & Prette, Z. A. P. D. (2016) · Psico-USF · doi:10.1590/1413-82712016210313 · Cited by 23
Bates, S. M., Anderson‐Butcher, D., Ferrari, T. M., & Clary, C. D. (2020) · Journal of Youth Development · doi:10.5195/jyd.2020.868 · Cited by 23
Helms, R., Fukkink, R. G., van Driel, K., & Vorst, H. C. M. (2021) · Children and Youth Services Review · doi:10.1016/j.childyouth.2021.106262 · Cited by 22
A meta‐analysis of the effects of after‐school programmes among youth with marginalized identities
Christensen, K. M., Kremer, K. P., Poon, C. Y. S., & Rhodes, J. E. (2023) · Journal of Community & Applied Social Psychology · doi:10.1002/casp.2681 · Cited by 22
Springer, K., & Diffily, D. (2012) · Journal of Community Psychology · doi:10.1002/jcop.21478 · Cited by 22
An Examination of Family and School Factors Related to Early Delinquency
Lucero, J. L., Barrett, C. J., & Jensen, H. (2015) · Children & Schools · doi:10.1093/cs/cdv013 · Cited by 31
Youth Program Quality Survey: Youth Assessment of Program Quality
Silliman, B. D., & Schumm, W. R. (2013) · Marriage & Family Review · doi:10.1080/01494929.2013.803010 · Cited by 22
Raval, G. R., Montañez, E., Meyer, D. D., & Berger‐Jenkins, E. (2019) · Journal of School Health · doi:10.1111/josh.12805 · Cited by 22
Conjoint behavioral consultation in rural schools: Do student effects maintain after 1 year?
Sheridan, S. M., Witte, A. L., Wheeler, L. A., Eastberg, S. R. A., Dizona, P. J., & Gormley, M. J. (2019) · School Psychology · doi:10.1037/spq0000279 · Cited by 24
Co-designing social marketing programs with “bottom of the pyramid” citizens
Schmidtke, D. J., Rundle-Thiele, S. R., Kubacki, K., & Burns, G. L. (2020) · International Journal of Market Research · doi:10.1177/1470785320968029 · Cited by 22
Bohnert, A. M., & Ward, A. K. (2012) · The Journal of Early Adolescence · doi:10.1177/0272431612466174 · Cited by 22
Chapman, C. M., Deane, K. L., Harré, N., Courtney, M. G. R., & Moore, J. (2017) · Journal of Youth and Adolescence · doi:10.1007/s10964-017-0640-5 · Cited by 21
COLLABORATION FOR A CURRICULUM OF CARING: THE ZEITGEIST IS RIGHT
Smith, E. R., & Lopez, P. G. (2016) · Psychology in the Schools · doi:10.1002/pits.21898 · Cited by 21
Ledo, C. R., Hernández, S. O., Celma, L., & Moreno, M. J. C. (2018) · Electronic Journal of Research in Educational Psychology · doi:10.25115/ejrep.v16i46.2241 · Cited by 21
Wie steht es mit der Ganztagsschule? Ein Forschungsreview mit sozialpädagogischer Kommentierung
Sauerwein, M., Thieme, N., & Chiapparini, E. (2019) · Soziale Passagen · doi:10.1007/s12592-019-00318-0 · Cited by 25
Frazier, S. L., Rusch, D. B., Coxe, S. J., Stout, T. J., Helseth, S. A., Dirks, M. A., Bustamante, E. E., Atkins, M. S., Glisson, C. A., Green, P. D., et al. (2020) · Journal of Clinical Child & Adolescent Psychology · doi:10.1080/15374416.2019.1683849 · Cited by 22
Cyber Aggression-Victimization Among Malaysians Youth
Yusuf, S., Al-Majdhoub, F. M., Mubin, N. N. A., Chaniago, R. H., & Khan, F. (2021) · Asian Journal of University Education · doi:10.24191/ajue.v17i1.12616 · Cited by 21
Developing a Pedagogy of Restorative Physical Education
Hemphill, M. A., Lee, Y., Ragab, S., Rinker, J. A., & Dyson, O. L. (2021) · Journal of Teaching in Physical Education · doi:10.1123/jtpe.2021-0004 · Cited by 21
Human–Animal Interactions and the Promotion of Social and Emotional Competencies: A Scoping Review
Chan, M. C.-H., Schonert-Reichl, K. A., & Binfet, J.-T. (2022) · Anthrozoös · doi:10.1080/08927936.2022.2042080 · Cited by 25
Lyu, W., & Wehby, G. L. (2023) · Academic Pediatrics · doi:10.1016/j.acap.2022.12.016 · Cited by 21
Milicic, N., Alcalay, L., Berger, C., & Álamos, P. (2013) · Ensaio Avaliação e Políticas Públicas em Educação · doi:10.1590/s0104-40362013000400002 · Cited by 21
Enhancing Educators' Capacity to Stop the School‐to‐Prison Pipeline
Coggshall, J. G., Osher, D. M., & Colombi, G. (2013) · Family Court Review · doi:10.1111/fcre.12040 · Cited by 21
Promoting the Psychological Well-Being of Italian Youth
Veltro, F., Ialenti, V., Iannone, C., Bonanni, E., & García, M. A. M. (2014) · Health Promotion Practice · doi:10.1177/1524839914533965 · Cited by 21
Smith, E. P., Wise, E., Rosen, H., Rosen, A., Childs, S. S., & McManus, M. (2014) · American Journal of Community Psychology · doi:10.1007/s10464-014-9656-0 · Cited by 21
Metadata
- Authors
- Durlak, J. A., Weissberg, R. P., & Pachan, M.
- Affiliations
- Loyola University Chicago (US)
- University of Illinois Chicago (US)
- Corresponding author
- Durlak, Joseph A.
- Venue
- American Journal of Community Psychology
- Publisher
- Wiley
- Published
- 2010-03-19
- Volume
- 45
- Issue
- 3-4
- Pages
- 294-309
- ISSN
- 0091-0562 (ISSN-L)
- 1573-2770
- OpenAlex
- W2017307913
- Cited by
- 1,216
- References
- 98
- Citations by year
- 2026: 51 · 2025: 88 · 2024: 75 · 2023: 83 · 2022: 81 · 2021: 99 · 2020: 102 · 2019: 119 · 2018: 77 · 2017: 81 · 2016: 88 · 2015: 71 · 2014: 62 · 2013: 66 · 2012: 38
- FWCI
- 19.23
- Type
- journal article
- Language
- en
- Open access
- closed
- Locations
- American Journal of Community Psychology (publishedVersion)
- PubMed (publishedVersion)
- Funders
- William T. Grant Foundation
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Youth Development and Social Support
- Social Sciences › Education › Social Skills and Education
- Social Sciences › Education › Early Childhood Education and Development
- Keywords
- after-school programs, personal and social skills, self-perception, school connectedness, social behavior, academic performance, behavioral problems, skills training, program effectiveness, children and adolescents
- MeSH terms
- Adolescent, Child, Child Development, Humans, Schools, Self Concept, Social Adjustment, Social Behavior, Adolescent Development
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
Are you an author, or do you see a problem with this page? Request a review
