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 301–400 of 1,001
Gardner, M., Browning, C. R., & Jeanne Brooks-gunn, B. (2012) · Journal of Research on Adolescence · doi:10.1111/j.1532-7795.2012.00811.x · Cited by 21
Flynn, R. M., Ricker, A. A., Dolezal, C. L., Kunin, M., & Mellins, C. A. (2018) · Children and Youth Services Review · doi:10.1016/j.childyouth.2018.10.036 · Cited by 27
A Comparison of Hobbies and Organized Activities among Low Income Urban Adolescents
Steinberg, D. B., & Simon, V. A. (2019) · Journal of Child and Family Studies · doi:10.1007/s10826-019-01365-0 · Cited by 22
Greer, A. E., Rainville, K. N., Knausenberger, A.-U. H., & Sandolo, C. (2019) · American Journal of Health Education · doi:10.1080/19325037.2019.1616010 · Cited by 21
Veldman, S. L. C., Jones, R. A., Stanley, R. M., Cliff, D. P., Vella, S. A., Howard, S. J., Parrish, A., & Okely, A. D. (2020) · Journal of Physical Activity and Health · doi:10.1123/jpah.2019-0381 · Cited by 21
State of the Art of Time Effectiveness
Scheerens, J., & Hendriks, M. A. (2013) · Springer briefs in education · doi:10.1007/978-3-319-00924-7_2 · Cited by 21
Fredricks, J. A., Naftzger, N., Smith, C., & Riley, A. (2017) · SpringerBriefs in psychology · doi:10.1007/978-3-319-59132-2_3 · Cited by 21
Inequality in socio-emotional skills: a cross-cohort comparison
Mason, G., Conti, G., Blundell, R. W., & Attanasio, O. P. (2020) · doi:10.1920/wp.ifs.2020.1120 · Cited by 22
Zappala-Piemme, K., Sturman, E. D., Brannigan, G. G., & Brannigan, M. J. (2023) · Psychology in the Schools · doi:10.1002/pits.22893 · Cited by 20
Child resilience in out-of-home care: Child welfare worker perspectives
Bell, T., & Romano, E. (2014) · Children and Youth Services Review · doi:10.1016/j.childyouth.2014.12.008 · Cited by 30
Wright, R., Alaggia, R., & Krygsman, A. (2013) · Journal of Social Service Research · doi:10.1080/01488376.2013.845130 · Cited by 20
Focusing on the Whole Student: An Evaluation of Massachusetts's Wraparound Zone Initiative
Gandhi, A. G., Slama, R. B., Park, S. J., Russo, P., Winner, K., Bzura, R., Jones, W., & Williamson, S. C. (2018) · Journal of Research on Educational Effectiveness · doi:10.1080/19345747.2017.1413691 · Cited by 20
Bertling, J., Marksteiner, T., & Kyllonen, P. C. (2016) · Methodology of educational measurement and assessment · doi:10.1007/978-3-319-45357-6_10 · Cited by 22
Social and Emotional Learning and Indigenous Ideologies in Aotearoa New Zealand: A Biaxial Blend
Macfarlane, A., Macfarlane, S., Graham, J. P. H., & Clarke, T. H. (2017) · Springer eBooks · doi:10.1007/978-981-10-3394-0_15 · Cited by 20
de Leeuw, R. R., de Boer, A., & Minnaert, A. E. M. G. (2018) · International Journal of Inclusive Education · doi:10.1080/13603116.2018.1514081 · Cited by 20
Lessons Learned from an After-School Program: Building Personal and Social Responsibility
Ivy, V. N., Richards, K. A. R., Lawson, M. A., & Alameda-Lawson, T. (2018) · Journal of Youth Development · doi:10.5195/jyd.2018.606 · Cited by 20
Gómez‐Baya, D., Tomé, G., Reis, M., & de Matos, M. G. (2020) · The Journal of Genetic Psychology · doi:10.1080/00221325.2020.1735986 · Cited by 20
Papadopoulos, D. (2020) · Journal for the Education of Gifted Young Scientists · doi:10.17478/jegys.779438 · Cited by 27
New Horizons: Understanding the Processes and Practices of Youth Development
Larson, R. W., Kang, H., Perry, S. C., & Walker, K. (2011) · Journal of Youth Development · doi:10.5195/jyd.2011.181 · Cited by 20
Martins, J., Rosário, P., Cunha, J., Carlos Núñez, J., Vallejo, G., & Moreira, T. (2024) · Contemporary Educational Psychology · doi:10.1016/j.cedpsych.2023.102230 · Cited by 24
Jeong, Y. (2019) · Disability and Rehabilitation · doi:10.1080/09638288.2019.1567836 · Cited by 19
Advancing Child and Adolescent Well-Being Through Positive Youth Development and Prevention Programs
Ferrer‐Wreder, L. (2013) · Springer eBooks · doi:10.1007/978-90-481-9063-8_164 · Cited by 20
Program theory-driven evaluation science in a youth development context
Deane, K. L., & Harré, N. (2014) · Evaluation and Program Planning · doi:10.1016/j.evalprogplan.2014.03.009 · Cited by 19
Youth-Serving Organization Safety Risks and the Situational Prevention Approach
Kaufman, K. L., Erooga, M., Higgins, D. J., & Zatkin, J. G. (2019) · Child maltreatment · doi:10.1007/978-3-030-05858-6_11 · Cited by 19
Carter, J. L., Richards, M., Hotopf, M. H., & Hatch, S. L. (2019) · Social Science & Medicine · doi:10.1016/j.socscimed.2019.04.041 · Cited by 19
Direct Instruction and Guided Practice Matter in Conflict Resolution and Social‐Emotional Learning
DeVoogd, K., Lane‐Garon, P. S., & Kralowec, C. (2016) · Conflict Resolution Quarterly · doi:10.1002/crq.21156 · Cited by 19
Kuhn, H., & Fischer, N. (2011) · Zeitschrift für Erziehungswissenschaft · doi:10.1007/s11618-011-0232-1 · Cited by 19
Long-term impact of the promotion of social and emotional skills
Moreira, P., Jacinto, S., Pinheiro, P. G., Patrício, A., Crusellas, L., Oliveira, J. T., & Dias, A. (2014) · Psicologia Reflexão e Crítica · doi:10.1590/1678-7153.201427404 · Cited by 19
Larson, R. W., & Ngo, B. (2016) · Journal of Adolescent Research · doi:10.1177/0743558416675234 · Cited by 19
Goodman, A. C., Ouellette, R. R., D’Agostino, E., Hansen, E., Lee, T. T. H., & Frazier, S. L. (2021) · Journal of Community Psychology · doi:10.1002/jcop.22587 · Cited by 20
Sanchez, A. T., Park, A. L., Chu, W., Letamendi, A. M., Stanick, C., Regan, J., Perez, G., Manners, D., Oh, G., & Chorpita, B. F. (2021) · Journal of Community Psychology · doi:10.1002/jcop.22633 · Cited by 18
Levy, B. L. M. (2016) · Teaching and Teacher Education · doi:10.1016/j.tate.2016.04.001 · Cited by 20
D’Agostino, E., Frazier, S. L., Hansen, E., Patel, H. H., Ahmed, Z. U., Okeke, D., Nardi, M. I., & Messiah, S. E. (2019) · American Journal of Public Health · doi:10.2105/ajph.2019.305050 · Cited by 18
Framing a 21st century case for the social value of sport in South Africa
Burnett, C. (2019) · Sport in Society · doi:10.1080/17430437.2019.1672153 · Cited by 18
Bridging the Opportunity Gap: College Access Programs and Outdoor Adventure Education
Richmond, D., & Sibthorp, J. (2019) · Journal of Outdoor Recreation Education and Leadership · doi:10.18666/jorel-2019-v11-i4-9646 · Cited by 21
Purtell, K. M., & McLoyd, V. C. (2012) · Journal of Youth and Adolescence · doi:10.1007/s10964-012-9802-7 · Cited by 25
Youth Work: A Systematic Map of the Research Literature
Dickson, K., Vigurs, C., & Newman, M. (2013) · PsycEXTRA Dataset · doi:10.1037/e509412014-001 · Cited by 18
Social Emotional Learning: Role of the School Counselor in Promoting College and Career Readiness
Paolini, A. C. (2019) · Anatolian Journal of Education · doi:10.29333/aje.2019.411a · Cited by 17
Summer Camp: Enhancing Empathy Through Positive Behavior and Social and Emotional Learning
Pinos, C. C. D. L., Soto, A. G., Martín‐Conty, J. L., & Conty‐Serrano, R. (2020) · Journal of Experiential Education · doi:10.1177/1053825920923382 · Cited by 17
School Dropout: Intentions, Motivations and Self-Efficacy of a Sample of South Africa Youth
Roman, N. V., Davidse, P. E., Human-Hendricks, A., Butler‐Kruger, L., & Sonn, I. K. (2022) · Youth · doi:10.3390/youth2020010 · Cited by 20
Successful Steps in Higher Education to Stop Computer Science Students from Attrition
Takács, R., Kárász, J. T., Takács, S., Horváth, Z., & Oláh, A. (2022) · Interchange · doi:10.1007/s10780-022-09476-2 · Cited by 17
Conflict Resolution Education and Positive Behavioral Support: A Climate of Safety for All Learners
Lane‐Garon, P. S., Yergat, J., & Kralowec, C. (2012) · Conflict Resolution Quarterly · doi:10.1002/crq.21059 · Cited by 17
Improving Access to, Quality, and the Effectiveness of Digital Tutoring in K–12 Education
Burch, P., Good, A., & Heinrich, C. J. (2015) · Educational Evaluation and Policy Analysis · doi:10.3102/0162373715592706 · Cited by 17
McNamara, A. R., Akiva, T., & Delale-O’Connor, L. (2018) · Applied Developmental Science · doi:10.1080/10888691.2018.1513794 · Cited by 17
Testing the Retrospective Pretest with High School Youth in Out-of-School Time Programs
Young, J., & Kallemeyn, L. M. (2019) · Journal of Youth Development · doi:10.5195/jyd.2019.635 · Cited by 17
Social-Emotional Learning and Evaluation in After-School Care: A Working Model
Minney, D., García, J. G., Altobelli, J., Perez‐Brena, N. J., & Blunk, E. M. (2019) · Journal of Youth Development · doi:10.5195/jyd.2019.660 · Cited by 17
Jones, L. M., Mitchell, K. J., & Walsh, W. A. (2014) · University of New Hampshire Scholars Repository (University of New Hampshire at Manchester) · Cited by 17
Lawford, H. L., Ramey, H. L., Rose‐Krasnor, L., & Proctor, A. S. (2012) · Journal of Adolescence · doi:10.1016/j.adolescence.2012.05.008 · Cited by 20
Fostering Healthy Futures for Teens: Adaptation of an Evidence-Based Program
Taussig, H. N., Weiler, L. M., Rhodes, T., Hambrick, E. P., Hodas, R. W., Fireman, O., & Combs, M. D. (2015) · Journal of the Society for Social Work and Research · doi:10.1086/684021 · Cited by 17
de Mello, L. T. N., Trintin-Rodrigues, V., & Andretta, I. (2019) · Quaderns de Psicologia · doi:10.5565/rev/qpsicologia.1463 · Cited by 17
Moreno, E. M., Montero, A., & Crespo, J. M. A. (2024) · Anales de Psicología · doi:10.6018/analesps.488251 · Cited by 22
Kielblock, S. (2025) · Frontiers in Education · doi:10.3389/feduc.2025.1545842 · Cited by 16
Moezzi, S. A., Rastgar, S., Faghani, M., Ghiasvand, Z., & Khoei, A. J. (2025) · Chemosphere · doi:10.1016/j.chemosphere.2025.144304 · Cited by 17
Napolitano, C. M., Soto, C. J., Sewell, M. N., Yoon, H. R., & Roberts, B. W. (2025) · European Journal of Personality · doi:10.1177/08902070251328046 · Cited by 16
Teaching Social and Emotional Skills to Students in Vietnam: Challenges and Opportunities
Hoang, K. M., & Vu, T. Q. (2016) · AsTEN Journal of Teacher Education · doi:10.56278/asten.v1i1.144 · Cited by 16
Huang, L., Huang, J., Chen, Z., Jiang, W., Zhu, Y., & Chi, X. (2022) · Children · doi:10.3390/children10010059 · Cited by 16
Martin, R. A., & Alacacı, C. (2014) · Research Papers in Education · doi:10.1080/02671522.2014.963828 · Cited by 16
Building Teacher Capacity to Promote Social and Emotional Learning in Australia
Freeman, E., & Strong, D. (2017) · Springer eBooks · doi:10.1007/978-981-10-3394-0_22 · Cited by 16
Theodotou, E. (2017) · Early Child Development and Care · doi:10.1080/03004430.2017.1418739 · Cited by 16
Out‐of‐School Time and Behaviors During Adolescence
Lee, K. T. H., Lewis, R. W., Kataoka, S., Schenke, K., & Vandell, D. L. (2018) · Journal of Research on Adolescence · doi:10.1111/jora.12389 · Cited by 16
Long-term effects of youth work internship: The Project Youth Extension Service approach
Silliman, B. D., Edwards, H. C., & Johnson, J. C. (2020) · Children and Youth Services Review · doi:10.1016/j.childyouth.2020.105436 · Cited by 16
Vandell, D. L., Simpkins, S. D., & Liu, Y. (2020) · Development and Psychopathology · doi:10.1017/s0954579420001376 · Cited by 16
Büyükçolpan, H., & Özdemir, N. K. (2022) · Current Psychology · doi:10.1007/s12144-022-03548-3 · Cited by 20
Programas de intervenção na adolescência: considerações sobre o desenvolvimento positivo do jovem
Franco, G. D. R., & Rodrigues, M. C. (2014) · Temas em Psicologia · doi:10.9788/tp2014.4-01 · Cited by 16
Putting program evaluation into practice: Enhancing the Girls Just Wanna Have Fun program
Bean, C. N., Kendellen, K., Halsall, T., & Forneris, T. (2014) · Evaluation and Program Planning · doi:10.1016/j.evalprogplan.2014.11.007 · Cited by 18
Macklem, G. L. (2013) · Rowman & Littlefield Publishers eBooks · doi:10.1007/978-1-4614-8609-1_8 · Cited by 16
Social and emotional learning around technology in a cross-cultural, elementary classroom
Iaosanurak, C., Chanchalor, S., & Murphy, E. (2015) · Education and Information Technologies · doi:10.1007/s10639-015-9406-4 · Cited by 16
Social and emotional education with Australian Year 7 and 8 middle school students: A pilot study
Midford, R., Cahill, H., Geng, G. H., Leckning, B., Robinson, G., & Ava, A. T. (2016) · Health Education Journal · doi:10.1177/0017896916678024 · Cited by 21
Bermejo‐Martins, E., López‐Dicastillo, O., & Mujika, A. (2017) · Journal of Advanced Nursing · doi:10.1111/jan.13402 · Cited by 16
Radinger, T., & Boeskens, L. (2021) · OECD education working papers · doi:10.1787/1f50c70d-en · Cited by 16
Jones, S. M., Brush, K. E., Wettje, S., Ramirez, T., Poddar, A., Kannarr, A., Barnes, S. P., Hooper, A., Brion‐Meisels, G., & Chng, E. (2022) · doi:10.59656/yd-os7616.001 · Cited by 17
Zimmermann, E., & Tomczyk, S. (2025) · Journal of Medical Internet Research · doi:10.2196/71510 · Cited by 15
Kirchhoff, E., Keller, R., & Blanc, B. (2024) · Frontiers in Psychology · doi:10.3389/fpsyg.2024.1348050 · Cited by 15
Holden, L. M., Berger, W., Zingarelli, R., & Siegel, E. R. (2015) · Information Services & Use · doi:10.3233/isu-150773 · Cited by 15
Main, K., & Whatman, S. L. (2016) · International Journal of Inclusive Education · doi:10.1080/13603116.2016.1145265 · Cited by 15
Predictors of behavioral problems in adolescents: family, personal and demographic variables
Campos, J. R., Bolsoni-Silva, A. T., Correia‐Zanini, M. R. G., & Loureiro, S. R. (2019) · Psico-USF · doi:10.1590/1413-82712019240205 · Cited by 15
Vella‐Brodrick, D., Chin, T., & Rickard, N. S. (2019) · Health Promotion International · doi:10.1093/heapro/daz115 · Cited by 19
Examining Program Quality in a National Junior Golf Development Program
Kramers, S., Camiré, M., & Bean, C. N. (2020) · International Sport Coaching Journal · doi:10.1123/iscj.2019-0025 · Cited by 15
Greene, K. L., Choi, H. J., Glenn, S. D., Ray, A. E., & Hecht, M. L. (2020) · Prevention Science · doi:10.1007/s11121-020-01181-9 · Cited by 15
Program quality components related to youth civic engagement
Ballard, J., Borden, L. M., & Perkins, D. F. (2021) · Children and Youth Services Review · doi:10.1016/j.childyouth.2021.106022 · Cited by 15
Liu, Y., Simpkins, S. D., & Vandell, D. L. (2021) · Journal of Adolescence · doi:10.1016/j.adolescence.2021.09.002 · Cited by 15
Jones, L. M., Mitchell, K. J., & Walsh, W. A. (2014) · University of New Hampshire Scholars Repository (University of New Hampshire at Manchester) · Cited by 15
Kruse, T. P. (2019) · Oxford University Press eBooks · doi:10.1093/oso/9780190849795.001.0001 · Cited by 15
Identification of Key Indicators for Quality in Afterschool Programs
Huang, D., Matrundola, D. L. T., & Leon, S. (2014) · IJREE – International Journal for Research on Extended Education · doi:10.3224/ijree.v2i1.19532 · Cited by 15
Fischer, N., & Theis, D. (2014) · Pedocs (German Institute for International Educational Research) · doi:10.25656/01:9687 · Cited by 15
Re-examining the youth program quality survey as a tool to assess quality within youth programming
Bean, C. N., & Forneris, T. (2016) · Cogent Psychology · doi:10.1080/23311908.2016.1149265 · Cited by 15
Ma, C. M. S., Shek, D. T. L., & Li, P. P. K. (2018) · Quality of life in Asia · doi:10.1007/978-981-13-0448-4_6 · Cited by 15
Bermejo‐Martins, E., Mujika, A., Iriarte‐Roteta, A., Pumar‐Méndez, M. J., Belintxon, M., Ruiz‐Zaldibar, C., & López‐Dicastillo, O. (2019) · Journal of Advanced Nursing · doi:10.1111/jan.14024 · Cited by 15
Integrating Social and Emotional Learning: Creating Space for Afterschool Educator Expertise
White, A. M., Akiva, T., Colvin, S. E., & Li, J. (2022) · AERA Open · doi:10.1177/23328584221101546 · Cited by 14
Eriksen, E. V., Vestad, L., Bru, E., & Caravita, S. C. S. (2023) · Social Psychology of Education · doi:10.1007/s11218-023-09841-8 · Cited by 14
Jones, L. M., Mitchell, K. J., & Walsh, W. A. (2013) · Cited by 14
Sauerwein, M., Lossen, K., Theis, D., Rollett, W., & Fischer, N. (2017) · Springer eBooks · doi:10.1007/978-3-658-19024-8_15 · Cited by 14
Results of a utilization-focused evaluation of a Right To Play program for Indigenous youth
Arellano, A., Halsall, T., Forneris, T., & Gaudet, J. C. (2017) · Evaluation and Program Planning · doi:10.1016/j.evalprogplan.2017.08.001 · Cited by 20
Finding a Place for Resilience in Teacher Preparation
Hazel, G. (2018) · Springer eBooks · doi:10.1007/978-3-319-76690-4_13 · Cited by 14
School Peer Non-academic Skills and Academic Performance in High School
Palardy, G. J. (2019) · Frontiers in Education · doi:10.3389/feduc.2019.00057 · Cited by 21
What do you think youth workers do? A comparative case study of library and afterschool workers
Colvin, S. E., White, A. M., Akiva, T., & Wardrip, P. S. (2020) · Children and Youth Services Review · doi:10.1016/j.childyouth.2020.105537 · Cited by 15
Volodina, A. (2022) · Current Psychology · doi:10.1007/s12144-022-03410-6 · Cited by 14
Positive Youth Development as a Strategy for Addressing Readiness and Equity: A Commentary
Pittman, K. J. (2017) · Child Development · doi:10.1111/cdev.12872 · Cited by 14
Sichling, F., & Plöger, J. (2018) · Children and Youth Services Review · doi:10.1016/j.childyouth.2018.06.001 · Cited by 14
Juric, L. C., Coni, A. G., Andrés, M. L., Vernucci, S., Aydmune, Y. S., Stelzer, F., & Richard’s, M. M. (2020) · Revista Argentina de Ciencias del Comportamiento ( RACC ) · doi:10.32348/1852.4206.v12.n1.24999 · Cited by 14
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
