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Direct linkCourtney Pollack; Jordan L. Lawson; Anastasia E. Raczek; Eric Dearing; Mary E. Walsh; Gabrielle Kaufman; Yan R. Leigh – Applied Developmental Science, 2024
This study examines the long-term relation between an Integrated Student Support (ISS) intervention and postsecondary enrollment and completion for predominantly low-income students of color. We use propensity score weighting to estimate the relation between receiving ISS during elementary school and postsecondary outcomes for 2009-2017 high…
Descriptors: Low Income Students, Minority Group Students, Integrated Services, Student Needs
Zarrett, Nicole; Abraczinskas, Michelle; Skiles Cook, Brittany; Wilson, Dawn K.; Ragaban, Faten – Applied Developmental Science, 2018
Afterschool programs (ASPs) have become increasingly recognized as a key context to support youth daily physical activity (PA) accrual. Using Self-Determination Theory (SDT) as a framework, this study examined staff perspectives on the strengths and barriers within under-resourced ASPs for establishing a social-motivational climate for encouraging…
Descriptors: Physical Activities, After School Programs, Qualitative Research, Motivation Techniques
Kendra M. Lewis; Samuel Vuchinich; Peter Ji; David L. DuBois; Alan Acock; Niloofar Bavarian; Joseph Day; Naida Silverthorn; Brian R. Flay – Applied Developmental Science, 2016
This study evaluated effects of "Positive Action," a school-based social-emotional and character development intervention, on indicators of positive youth development (PYD) among a sample of low-income, ethnic minority youth attending 14 urban schools. The study used a matched-pair, cluster-randomized controlled design at the school…
Descriptors: Urban Youth, Individual Development, Program Effectiveness, Values Education
Hawkins, J. David; Guo, Jie; Hill, Karl G.; Battin-Pearson, Sara; Abbott, Robert D. – Applied Developmental Science, 2001
This study examines the effects of intervention during the elementary grades on changes in school bonding from middle school through high school, using hierarchical linear modeling. Findings suggest that social development interventions through elementary school can have positive long-term effects on school bonding and demonstrate the importance…
Descriptors: Children, Early Intervention, Elementary Education, Elementary School Students
