|
Ettekal, A. E., Simpkins, S. D., & Schaefer, D. R. (in press). Obesity and social marginalization: When do organized activities facilitate or hinder peer relationships? Applied Developmental Science. Kang, H., Barton, A. C., Tan, E., & Simpkins, S. D., Rhee H., & Turner, C. (in press). How do middle school students become STEM-minded persons? Middle school students’ participation in science activities and identification with STEM careers. Science Education. Fredricks, J. A., Hsieh, T., Liu, Y., & Simpkins, S. D. (in press). Spilling over: How Participating in after-school organized activities predicts students’ engagement. In S. L. Christenson, A. L. Reschly, & J. A. Fredricks (Eds.), Handbook of research on student engagement. New York: Springer. Simpkins, S. D., Fredricks, J. A., & Lin, A. R. (in press). Families and engagement in afterschool programs. In B. H. Fiese, M. Celano, K. Deater-Deckard, E. Jouriles, and M. Whisman (Series Ed.), APA Handbook of contemporary family psychology: Vol. 2. Applications of contemporary family psychology. Washington, D.C.: American Psychological Association. Vandell, D., Simpkins, S. D., & Wegemer, C. (in press). Parenting and children’s activities. In M. H. Bornstein (Ed.), Handbook of parenting: Vol. 5. The practice of parenting (3rd ed.). Mahwah, NJ: Lawrence Ehrlbaum Associates, Publishers. Ettekal, A., & Simpkins, S. D. (2018). Culturally responsive organized activity systems: Lessons learned from Latinx adolescents and families. In P. Witt, & L. Caldwell (Eds.), Youth development principles and practices in out-of-school time settings (2nd ed., pp. 493-516). Urbana, IL: Sagamore-Venture Publishing. Simpkins, S. D., Estrella, G., Gaskin, E., & Kloberdanz, E. (2018). Latino parents’ science beliefs and support of high school students’ motivational beliefs: Do the relations vary across gender and familism values? Social Psychology of Education, 21(5), 1203-1224. Liu, Y., Simpkins, S., & Lin, A. R. (2018). Ethnic cultural features in organized activities: Relations to Latino adolescents’ activity experiences and parental involvement. Journal of Youth and Adolescence, 1-18. Lin, A. R., Simpkins, S. D., Gaskin, E. R., & Menjivar, C. (2018). Cultural values and other perceived benefits of organized activities: A qualitative analysis of Mexican-origin parents’ perspectives in Arizona. Applied Developmental Science, 22(2), 89-109. Raffaelli, M., Simpkins, S. D., Tran, S. P., & Larson, R. W. (2018). Responsibility development transfers across contexts: Reciprocal pathways between home and afterschool programs. Developmental Psychology, 54(3), 559-570.  Comments are closed.
|
|
