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Organized activities as contexts of development: Extracurricular activities, after-school and community programs

2005

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What We Know, and What We Need to Find Out About Universal, School-Based Social and Emotional Learning Programs for Children and Adolescents: A Review of Meta-Analyses and Directions for Future Research

Psychological bulletin, 2022-11, Vol.148 (11-12), p.765-782

2022

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International Developments in Research on Extended Education: Perspectives on extracurricular activities, after-school programmes, and all-day schools

1, 2019

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An Ecological Analysis of After-School Program Participation and the Development of Academic Performance and Motivational Attributes for Disadvantaged Children

Child development, 2005-07, Vol.76 (4), p.811-825

2005

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Promoting Interpersonal Competence and Educational Success Through Extracurricular Activity Participation

Journal of educational psychology, 2003-06, Vol.95 (2), p.409-418

2003

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Systemic Social and Emotional Learning: Promoting Educational Success for All Preschool to High School Students

The American psychologist, 2021-10, Vol.76 (7), p.1128-1142

2021

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An update on social and emotional learning outcome research

Phi Delta Kappan, 2018-12, Vol.100 (4), p.18-23

2018

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The Over-Scheduling Hypothesis Revisited: Intensity of Organized Activity Participation During Adolescence and Young Adult Outcomes

Journal of research on adolescence, 2012-09, Vol.22 (3), p.409-418

2012

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After‐School Program Engagement: Links to Child Competence and Program Quality and Content

The Elementary school journal, 2007-03, Vol.107 (4), p.385-404

2007

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School Extracurricular Activity Participation as a Moderator in the Development of Antisocial Patterns

Child development, 2000-03, Vol.71 (2), p.502-516

Mahoney, Joseph L.

2000

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Adolescent summer care arrangements and risk for obesity the following school year

Journal of adolescence (London, England.), 2011-08, Vol.34 (4), p.737-749

Mahoney, Joseph L

2011

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Leisure activities and adolescent antisocial behavior: The role of structure and social context

Journal of adolescence (London, England.), 2000-04, Vol.23 (2), p.113-127

2000

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Family Influences on School Achievement in Low-Income, African American Children

Journal of educational psychology, 1997-09, Vol.89 (3), p.527-537

1997

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Neighborhood Crime and Self-Care: Risks for Aggression and Lower Academic Performance

Developmental psychology, 2007-11, Vol.43 (6), p.1321-1333

2007

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Developing and Improving After-School Programs to Enhance Youth’s Personal Growth and Adjustment: A Special Issue of AJCP

American journal of community psychology, 2010-06, Vol.45 (3-4), p.285-293

2010

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Behavior management in afterschool settings

New directions for student leadership, 2014-12, Vol.2014 (144), p.73-87

Mahoney, Joseph L.

2014

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Issue Editors' Notes

New directions for student leadership, 2014-12, Vol.2014 (144), p.1-10

2014

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Practitioners' use of research in decision making about organized out-of-school time programs serving adolescents

INTERNATIONAL JOURNAL FOR RESEARCH ON EXTENDED EDUCATION, 2016, Vol.4 (2), p.34-55

Mahoney, Joseph L

2016

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Do Extracurricular Activities Protect Against Early School Dropout?

Developmental psychology, 1997-03, Vol.33 (2), p.241-253

1997

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A Developmental Study of Expanded Learning Time, Norm-Breaking, and Antisocial Behavior

INTERNATIONAL JOURNAL FOR RESEARCH ON EXTENDED EDUCATION, 2014-07, Vol.2 (1), p.63-78

Mahoney, Joseph L.

2014

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Residential mobility and exposure to neighborhood crime: risks for young children's aggression

Journal of community psychology, 2009-07, Vol.37 (5), p.559-578

2009

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Unstructured youth recreation centre participation and antisocial behaviour development: Selection influences and the moderating role of antisocial peers

International journal of behavioral development, 2004-11, Vol.28 (6), p.553-560

2004

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A Longitudinal Comparison of Parent and Child Influence on Sports Participation

Journal of youth development (Online), 2013-12, Vol.8 (3), p.68-82

2013

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Parent participation in community activities and the persistence of criminality

Development and psychopathology, 2001-03, Vol.13 (1), p.125-141

2001

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Should We Care About Adolescents Who Care for Themselves? What We Have Learned and What We Need to Know About Youth in Self-Care

Child development perspectives, 2009-12, Vol.3 (3), p.189-195

2009

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Organized activities as contexts of development: Extracurricular activities, after-school and community programs

What We Know, and What We Need to Find Out About Universal, School-Based Social and Emotional Learning Programs for Children and Adolescents: A Review of Meta-Analyses and Directions for Future Research

International Developments in Research on Extended Education: Perspectives on extracurricular activities, after-school programmes, and all-day schools

An Ecological Analysis of After-School Program Participation and the Development of Academic Performance and Motivational Attributes for Disadvantaged Children

Promoting Interpersonal Competence and Educational Success Through Extracurricular Activity Participation

Systemic Social and Emotional Learning: Promoting Educational Success for All Preschool to High School Students

An update on social and emotional learning outcome research

The Over-Scheduling Hypothesis Revisited: Intensity of Organized Activity Participation During Adolescence and Young Adult Outcomes

After‐School Program Engagement: Links to Child Competence and Program Quality and Content

School Extracurricular Activity Participation as a Moderator in the Development of Antisocial Patterns

Adolescent summer care arrangements and risk for obesity the following school year

Leisure activities and adolescent antisocial behavior: The role of structure and social context

Family Influences on School Achievement in Low-Income, African American Children

Neighborhood Crime and Self-Care: Risks for Aggression and Lower Academic Performance

Developing and Improving After-School Programs to Enhance Youth’s Personal Growth and Adjustment: A Special Issue of AJCP

Behavior management in afterschool settings

Issue Editors' Notes

Practitioners' use of research in decision making about organized out-of-school time programs serving adolescents

Do Extracurricular Activities Protect Against Early School Dropout?

A Developmental Study of Expanded Learning Time, Norm-Breaking, and Antisocial Behavior

Residential mobility and exposure to neighborhood crime: risks for young children's aggression

Unstructured youth recreation centre participation and antisocial behaviour development: Selection influences and the moderating role of antisocial peers

A Longitudinal Comparison of Parent and Child Influence on Sports Participation

Parent participation in community activities and the persistence of criminality

Should We Care About Adolescents Who Care for Themselves? What We Have Learned and What We Need to Know About Youth in Self-Care

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