Researchers have documented positive associations among youth program quality and academic outcomes, primarily based on cross-sectional data. This study examined longitudinal associations among youth-reported program experiences and academic expectations, self-reported grades, and perceived value of school using data from the national evaluation…

According to bioecological theory, children's experiences in one developmental setting are meaningful for their adjustment in other settings. In the current study, the quality of children's relationships with classroom teachers, afterschool program staff, and mothers in 1st grade (n = 137) were examined in relation to their academic,…

Opportunities for collaborative learning reflect positive peer processes that have strong implications for adolescents' developmental experiences in afterschool programs (ASPs). However, collaborative learning, which involves considering multiple viewpoints and coordinating actions with peers to accomplish a shared goal, is often difficult for…

Engagement in afterschool programs is a growing area of interest for both researchers and practitioners. Though there is an emerging body of research investigating this construct, we lack an understanding of how specific dimensions of engagement are endorsed in different ways among subgroups of students. Little is known about the sources and…

Research across multiple fields finds that adult-youth relationships are key influencers of development; however, professional learning about relational practice is limited. This suggests the need for targeted, efficient ways to help adults improve relational practice. We present a randomized controlled trial of Simple Interactions, a…

This study examined the associations between parental involvement in adolescents' organized after-school activities and adolescents' motivational beliefs. Data were reported by 231 Mexican-origin and European American adolescents who participated in an organized after-school activity (57% female, M[subscript age] = 12.37, SD = 0.54) and their…

Patterns of afterschool activities were studied in low-income, ethnically diverse children (n = 1796, M age = 8.7 yrs). Cluster analyses indicated four reliable clusters: (a) regular participation in a high-quality afterschool program, (b) regular participation at the afterschool program combined with other extracurricular activities, (c)…