Engagement in after-school program activities: quality of experience from the perspective of participants

By David J. Shernoff, D. Vandell. 2007

215 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/c9ac3e7993e6f0cd42931bf560322901d0bc8968

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Experimental and Cognitive Psychology

1. G. Liem
2. Andrew J. Martin
3. David J. Shernoff
4. Robyn Gibson
5. M. Anderson
6. Marianne Mansour
7. David Sudmalis
8. Suparna Sinha

In Safety Research

1. G. Liem
2. Jenn M. Jacobs
3. Paul M. Wright
4. David J. Shernoff
5. C. Bean
6. Robyn Gibson
7. M. Anderson
8. Marianne Mansour

In Social Psychology

1. G. Liem
2. Andrew J. Martin
3. Robyn Gibson
4. M. Anderson
5. Marianne Mansour
6. David Sudmalis
7. David J. Shernoff
8. Jenn M. Jacobs

Citations in the corpus

• Further Evidence of an Engagement–Achievement Paradox Among U.S. High School Students (2008, background): “Although this construct achieved only a moderately high level of internal consistency (a = .64), the intercorrelation has been shown to be higher in contexts in which the three variables are more frequently experienced simultaneously, as would be expected (e.g., a = .77 in organized after school pro”
• Integrating the light and dark sides of student engagement using person-oriented and situation-specific approaches (2016, background): “Previous ESM studies have assessed situational engagement with state measures tapping situational interest, enjoyment, and concentration (Shernoff & Vandell, 2007).”
• Exploring the multiple dimensions of social support among elite female adolescent swimmers (2010, background): “Structured sport is a popular leisure-time activity for North American youth (Shernoff & Vandell, 2007).”
• The Role of Arts Participation in Students' Academic and Nonacademic Outcomes: A Longitudinal Study of School, Home, and Community Factors. (2013, background): “These items are consistent with other engagement work on emotional engagement via valuing, interest, and enjoyment; cognitive engagement via self-efficacy; and behavioral engagement via persistence (Mahoney et al., 2005; Martin, 2009; Shernoff & Vandell, 2007).”
• The influence of the high school classroom environment on learning as mediated by student engagement (2017, background): “…of educational video games (Coller, Shernoff, & Strati, 2011) to academic and arts enrichment during school-based after-school programs (Shernoff & Vandell, 2007) to collaborative group work (Sinha, Rogat, Adams-Wiggins, & HmeloSilver, 2015) have been shown to increase students’…”
• Examining the Importance of Intentionally Structuring the Youth Sport Context to Facilitate Positive Youth Development (2016, background): “Over the past decade, researchers and practitioners have been working to understand key strategies that facilitate PYD outcomes, including life skill development, in youth programs (Durlak, Weissberg, & Pachan, 2010; Gould & Carson, 2008; Shernoff & Vandell, 2007).”
• Social and emotional learning through a teaching personal and social responsibility based after-school program for disengaged middle-school boys (2016, background): “Afterschool programs have been suggested as another potential context to develop SEL both because there is typically no obligation to teach academic material, and students tend to express high levels of enjoyment and commitment regarding extracurricular activities (Shernoff & Vandell, 2007).”