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The longitudinal effects of after-school program experiences, quantity, and regulatable features on children's social–emotional development
16 references·0 citing·43 second hop
The longitudinal effects of after-school program experiences, quantity, and regulatable features on children's social–emotional development (2014)The longitudinal effects of after-school …CONCEPTS AND THEORIES OF HUMAN DEVELOPMENT (2010)CONCEPTS AND THEORIES OF HUMA…The Bioecological Model of Human Development (2007)The Bioecological Model of Hu…Handbook of Child Psychology (2007)Handbook of Child PsychologyAre There Long-Term Effects of Early Child Care? (2007)Are There Long-Term Effects o…Out-of-School-Time Programs: A Meta-Analysis of Effects for At-Risk Students (2006)Out-of-School-Time Programs: …Organized activities as contexts of development : extracurricular activities, after-school, and community programs (2005)Organized activities as conte…School Extracurricular Activity Participation as a Moderator in the Development of Antisocial Patterns (2000)School Extracurricular Activi…Child care and mother–child interaction in the first three years of life. (1999)Child care and mother–child i…Child Care and Mother-Child Interaction in the First Three Years of Life (1999)Child Care and Mother-Child I…The development of anxiety: The role of control in the early environment. (1998)The development of anxiety: T…Low-Income Children's After-School Care: Are There Beneficial Effects of After-School Programs? (1994)Low-Income Children's After-S…A review and reformulation of social information-processing mechanisms in children's social adjustment. (1994)A review and reformulation of…Thresholds of Quality: Implications for the Social Development of Children in Center-based Child Care (1992)Thresholds of Quality: Implic…Manual for The Child Behavior Checklist/4-18 and 1991 Profile (1991)Manual for The Child Behavior…Social Skills Rating System (1990)Social Skills Rating SystemThe CES-D Scale (1977)The CES-D ScaleSelf-efficacy: Toward a unifying theory of behavioral change. (1977)Self-efficacy: Toward a unifying theory of behavioral change. 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References

  • 1977The CES-D Scale53,239 cited
  • 1991Manual for The Child Behavior Checklist/4-18 and 1991 Profile8,072 cited
  • 2007The Bioecological Model of Human Development5,754 cited
  • 1994A review and reformulation of social information-processing mechanisms in children's social adjustment.5,506 cited
  • 2007Handbook of Child Psychology3,845 cited
  • 1990Social Skills Rating System1,994 cited
  • 1998The development of anxiety: The role of control in the early environment.1,382 cited
  • 2005Organized activities as contexts of development : extracurricular activities, after-school, and community programs958 cited
  • 2007Are There Long-Term Effects of Early Child Care?922 cited
  • 2010CONCEPTS AND THEORIES OF HUMAN DEVELOPMENT786 cited
  • 2000School Extracurricular Activity Participation as a Moderator in the Development of Antisocial Patterns646 cited
  • 2006Out-of-School-Time Programs: A Meta-Analysis of Effects for At-Risk Students577 cited
  • 1999Child care and mother–child interaction in the first three years of life.538 cited
  • 1992Thresholds of Quality: Implications for the Social Development of Children in Center-based Child Care463 cited
  • 1994Low-Income Children's After-School Care: Are There Beneficial Effects of After-School Programs?

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407 cited
  • 1999Child Care and Mother-Child Interaction in the First Three Years of Life394 cited
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