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The impact of After-School Programs in the Well-Being of At-Risk Youth.

The impact of After-School Programs in the Well-Being of At-Risk Youth. Guadalupe Valdivia EDUC 707 Winter 2013. Literature Review Attendance & Relationships.

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The impact of After-School Programs in the Well-Being of At-Risk Youth.

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  1. The impact of After-School Programs in the Well-Being of At-Risk Youth. Guadalupe Valdivia EDUC 707 Winter 2013

  2. Literature ReviewAttendance & Relationships • After school programs (ASP) foster healthy development among youth by providing a safe environment in which to learn skills, enjoy recreational activities, and form positive bonds with peers and with caring adults (Roffman, Pagano, & Hirsch, 2001). • Young people benefit when they spend time engaged in structured ASP that offer opportunities for positive interactions with adults and peers. This encourages them to contribute and take initiative, and contain challenging and engaging tasks that help them develop and apply new skills and personal talents (Durlak, Weissberg, & Pachan, 2010). • Youth who participate in ASP improve significantly in personal and social skills such as self-awareness and self-management (e.g., self-control and self-efficacy), social awareness and social relationships (e.g., problem-solving, conflict resolution and leadership skills) and responsible decision-making (Durlak, & Weissberg, 2007).

  3. Literature ReviewGender, Attendance & Relationships • Caring and relationships seem to play an important role in black and Hispanic adolescent girls’ development, particularly bonds with female extended family members and especially in economically disadvantaged communities (Rhodes & Davis, 1996; Robinson & Ward, 1991). • Young Black males tend to benefit more from ASP when they are structured, provide interesting and fun activities, and have staff/personal who relate to the youths background (Woodland, 2008). • Young males that attend more to structured ASP, reduced their chance in participating in delinquent behavior (Gottfredson, Gerstenblith, Soule, Womer, & Lu, 2004)

  4. Research Questions • Students who attend more than one time to their ASP will have a positive relationship status with “someone their asp who helped them feel like they were important or special” and “someone their asp who takes care of them and protect them.” • Males who are at-risk students and who attend to a ASP more often, will have more positive relationship status reported with “someone” in their ASP.

  5. Variables • Independent Variables: Gender;Number of Times that attended to my After School Program. • Dependent Variables: I knew there was SOMEONE in my ASP to take care of me and protect me; There was SOMEONE in my ASP that helped me feel like I was important or special.

  6. Hypotheses All hypotheses will be inserted in the PowerPoint slide based on the modified hypothesis based in the relation to the statistical analysis being used. • Null Hypothesis: Predicting no change or effect. • Alternative Hypothesis: Predicting change or effect. • One-tailed test:will be perform when predicting a positive outcome (or direction). • Two-tailed test: will be performed when analyzing a non- directional hypothesis.

  7. Descriptive Analysis 1 • Original data set was a total of 100 students who participated in a ASP.

  8. Descriptive Analysis 2 • From the 100 participants, 50 of them were randomly selected to do further analysis.

  9. One Sample t-test (CI 95% ) There will be a no difference between student’s attendance and reports of “someone their asp who helped them feel like they were important or special” and “someone their asp who takes care of them and protect them.” • “someone their asp who takes care of them and protect them” • t(49) = 23.71, p < .05, tcrit= 2.009, d bar= 3.38, CI 95% 3.09-3.67: Reject the Null Hypothesis • “someone their asp who helped them feel like they were important or special • t(49) = 17.52, p < .05, tcrit= 2.009, d bar= 2.96, CI 95% 2.62-3.30: Reject the Null Hypothesis ->I am 95% confident that I have not done Type 1 error. Results suggest that even after they attended once to their ASP, students reported positive relationships with “SOMEONE” in their ASP. Attending to more than one time to there ASP had a important contribution in developing positive relationships with staff who worked in their ASP.

  10. One Sample t-test (CI 99% ) There will be a no difference between student’s attendance and reports of “someone their asp who helped them feel like they were important or special” and “someone their asp who takes care of them and protect them.” • “someone their asp who takes care of them and protect them” • t(49) = 23.71, p < .05, tcrit= 2.009, d bar= 3.38, CI 99% 3.00-3.76: Reject the Null Hypothesis • “someone their asp who helped them feel like they were important or special” • t(49) = 17.52, p < .05, tcrit= 2.009, d bar= 2.96, CI 99% 2.51-3.41: Reject the Null Hypothesis ->I am 99% confident that I have not done Type 1 error. Results are the same as Confidence Interval 95%, even after changes the CI to 99%.

  11. Correlation There is no relationship between I knew there was SOMEONE in my ASP to take care of me and protect me and There was SOMEONE in my ASP that helped me feel like I was important or special. • There was a significant positive correlation between “There was SOMEONE in my ASP that helped me feel like I was important or special” (M = 3.96, SD = 1.195) and “There was SOMEONE in my ASP that helped me feel like I was important or special” (M = 4.38, SD = 1.008) , r = .555, p < .05, n = 50. Therefore we reject the Null Hypothesis. Knowing SOMEONE in their ASP that helped them “feel important or special” accounted for 12% (r2=.12) of the variance in knowing SOMEONE in their ASP that made them “feel like they were important or special”. ->This indicates that as students report increase in the question “There was SOMEONE in my ASP that helped me feel like I was important or special”, reports in “There was SOMEONE in my ASP that helped me feel like I was important or special” also increase (and vise versa).

  12. ANOVA There will be a no difference between Gender of student’s in the number of times that they attend to their after school program. • Number of times that students attended to their ASP did not differed significantly across the females and males, F (1, 48) = 3.441, p = .070. Due to gender only having two groups we were unable to do Scheffe test. We fail to reject Null Hypothesis. -> Results suggest that gender of the student does not have an effect on the number of times they attend to their ASP.

  13. Chi-Square/Cross Tabulations 1 There is no gender relation in the reporting of “I knew there was SOMEONE in my ASP to take care of me and protect me” using a 4 point Likert Scale. • Both males (n= 27) and females (n=23) reported more “very often true” than the other answer options, when they were asked "I knew there was SOMEONE in my ASP to take care of me and protect me. Additionally, none of the participants choose the option “Never True”. However, there is no statistically significant association between Gender and 4 point Likert Scale options responses in having SOMEONE in their ASP caring for them and protecting them, χ(3) = 2.023, p = 0.568. Therefore, we retain the null hypothesis. ->The results suggest that males and females had a equally distribution in the response to the question, “I knew there was SOMEONE in my ASP to take care of me and protect me.”

  14. Chi-Square/Cross Tabulations 2 There is no gender relation in the reporting of “There was SOMEONE in my ASP that helped me feel like I was important or special” using a 4 point Likert Scale. • Both males (n= 27) and females (n=23) reported more “very often true” than the other answer options, when they were asked "There was SOMEONE in my ASP that helped me feel like I was important or special.”Weretain the null hypothesis because there is no statistically significant association between Gender and 4 point Likert Scale options responses in having SOMEONE in their ASP helping them feel important or special, χ(4) = 1.490 , p = 0.828. -> The results suggest that males and females had a equally distribution in the response to the question, "There was SOMEONE in my ASP that helped me feel like I was important or special”.

  15. Chi-Square • The “hypothesis test summary” indicates that gender didn’t statistically differ in the reportings of "I knew there was SOMEONE in my ASP to take care of me and protect me" (p= .247) and "There was SOMEONE in my ASP that helped me feel like I was important or special" (p=.741). Therefore, both failed to reject the Null Hypothesis. ->This indicates that gender doesn’t influence reporting of the relationship status with SOMEONE in his or her ASP.

  16. Multiple Regression 1 There is no relationship between Number of Times that attended to my After School Program and I knew there was SOMEONE in my ASP to take care of me and protect me. • The correlation table shows that Number of Times that attended to my After School Program was not significantly related to I knew there was SOMEONE in my ASP to take care of me and protect me, r = .051, p=.364. The results of the ANOVA table showed that the predictors explained 5.10% of the variance (R2=.003, F(1,48)=.123, p=.727). It was found that attendance did not significantly predicted I knew there was SOMEONE in my ASP to take care of me and protect me (t=.351, β = .013, SE=.037, p= .727). Therefor, we fail to reject the Null Hypothesis because there is no significant relationship between Number of Times that attended to my After School Program and I knew there was SOMEONE in my ASP to take care of me and protect me. ->The results suggest that the Number of Times that a child attends to their After School Program is not related to feeling that SOMEONE in their ASP cares and protects them.

  17. Multiple Regression 2 There is no relationship between Number of Times that attended to my After School Program and I knew there was SOMEONE in my ASP makes them feel important or special. • The correlation table shows that Number of Times that attended to my After School Program was not significantly related to There was SOMEONE in my ASP that helped me feel like I was important or special, r = .318, p=.012. The results of the ANOVA table showed that the predictor explained 31.8% of the variance (R2=.101, F(1,48)=.5.398, p=.024). It was found that attendance did not significantly predicted There was SOMEONE in my ASP that helped me feel like I was important or special. (t= 2.323, β = .096, SE=.041, p= .024). Therefor, we fail to reject the Null Hypothesis because there is no significant relationship between Number of Times that attended to my After School Program and There was SOMEONE in my ASP that helped me feel like I was important or special. ->The results suggest that the Number of Times that a child attends to their After School Program is not related to feeling that SOMEONE in their ASP makes them feel important or special.

  18. Most Beneficial Test • For the purpose of this class project, the best statistical test that works in answering the research question (and focuses in the whole problem statement) is the “Multiple Regression”. • Additionally, the “Descriptive” and “Correlation” analysis was useful in learning about the description of my participants and variables being measured. • For my dissertation, I plan to do a “Multiple Regression” analysis and separate the data by gender, ethnicity, and parents income. • This will allow me to better predict if unique populations such as at-risk minority low-income student benefit more from attending to a after school program.

  19. References • Durlak, J. A., & Weissberg, R. P. (2007). The impact of after-school programs that promote personal and social skills. • Durlak, J. A., Weissberg, R. P., & Pachan, M. (2010). A meta-analysis of after-school programs that seek to promote personal and social skills in children and adolescents. American journal of community psychology, 45(3), 294-309. • Gottfredson, D. C., Gerstenblith, S. A., Soule, D. A., Womer, S. C., & Lu, S. (2004). Do after school programs reduce delinquency?. Prevention Science, 5(4), 253-266. • Rhodes, J. & Davis, A. (1996). Supportive ties between nonparent adults and urban adolescent girls. In B. Leadbeater & N. Way (Eds.), Urban girls: Resisting stereotypes, creating identities (pp. 213–225). New York: New York University Press. • Robinson, T., & Ward, J.V. (1991). “A belief in self far greater than anyone’s disbelief”: Cultivating resistance among African American adolescents. Women & Therapy, 11, 87–103. • Roffman, J. G., Pagano, M. E., & Hirsch, B. J. (2001). Youth Functioning and Experiences in Inner-City After-School Programs Among Age, Gender, and Race Groups. Journal of Child and Family Studies, 10(1), 85-100. • Woodland, M. H. (2008). WhatchaDoin'After School? A Review of the Literature on the Influence of After-School Programs on Young Black Males. Urban Education, 43(5), 537-560.

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