After-School Program Attendance and the Social Development of Rural Latino Children of Immigrant Families

Autor/in	Riggs, Nathaniel R.
Titel	After-School Program Attendance and the Social Development of Rural Latino Children of Immigrant Families
Quelle	In: Journal of Community Psychology, 34 (2006) 1, S.75-87 (13 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0090-4392
DOI	10.1002/jcop.20084
Schlagwörter	Behavior Problems; School Activities; After School Programs; Social Development; Immigrants; Interpersonal Competence; Hispanic Americans; Rural Areas; Program Evaluation; Attendance; Correlation; Regression (Statistics) + Suchen Sie Ihr Suchwort? After school education; After-school programs; Program; Programs; Programme; Außerschulische Jugendbildung; Programm; Soziale Entwicklung; Immigrant; Immigrantin; Immigranten; Interpersonale Kompetenz; Hispanic; Hispanoamerikaner; Rural area; Ländlicher Raum; Programme evaluation; Programmevaluation; Anwesenheit; Korrelation; Regression; Regressionsanalyse
Abstract	One difficulty of evaluating after-school programs is that providers often lack resources necessary to employ rigorous evaluation designs. One strategy is to investigate the relationship between attendance and outcomes while covarying for important potentially confounding variables. The current study investigates the influence of after-school program attendance on immigrant Latino children's (N = 94) social development. Hierarchical linear regressions indicated that after covarying for other important variables, high program dosage was related to increased social competence and decreased behavior problems. Implications of this research are that after-school programs may promote the positive youth development of immigrant Latino children, that it is important that attendance data be collected when evaluating after-school programs, and that community-funded research can lead to scientifically relevant findings. (Contains 3 tables.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10