Joseph L Mahoney
Biographic Data
| ID | 5378255 |
|---|---|
| NAME | Joseph L Mahoney |
| GIVEN NAMES | Joseph L |
| FAMILY NAME | Mahoney |
| SIGNATURE | MAHONEY J L |
| AFFILIATIONS | Yale University |
| ORCID | 0000-0003-1884-5450 |
| VERIFIED | Yes |
| TOTAL WORKS | 21 |
| TOTAL CITATIONS | 248 |
| AUTHOR COUNT | 20 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 1997 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 7 |
What we know, and what we need to find out about universal, school-based social and emotional learning programs for children and adolescents
Systemic social and emotional learning
Social and emotional learning (SEL) has become more central to education because of demand from educators, parents, students, and business leaders alongside rigorous research showing broad, positive impacts for students and adults. However, all approaches to SEL are not equal. Systemic SEL is an approach to create equitable learning conditions that actively involve all Pre-K to Grade 12 students in learning and practicing social, emotional, and a…
An update on social and emotional learning outcome research
Joseph Mahoney, Joseph Durlak, and Roger Weissberg compare results from four large-scale meta-analyses of student outcomes related to participation in universal, school-based social and emotional learning (SEL) programs. Their examination includes 356 research reports with rigorous designs and outcome data at post or follow-up from hundreds of thousands of K-12 students within and outside the U.S. on a range of SEL programs. The reviews indicate …
Children's Organized Activities
Organized activities (including afterschool programs, extracurricular activities, sports, community service, summer camps, and other activities outside of the regular school day) account for a significant segment of children and adolescents' lives. These activities often provide hands‐on, child‐driven experiential learning that often involve youth working collaboratively with peers. Although research on organized activities is comparatively recen…
Parental Knowledge as a Mediator of the Relation Between Adolescent Summer Care Arrangement Configurations and Adjustment the Following School Year
Through secondary data analysis of a nationally representative sample, the study explored the relations between adolescent summer arrangements and associated developmental outcomes (well-being, externalizing behavior, body mass index, and academic performance). The study also examined if these relations were mediated by parental knowledge of youth whereabouts and activities, as well as if these relations differed for subgroups of youth regularly …
The Over‐Scheduling Hypothesis Revisited
Concern exists that youth who spend a lot of time participating in organized out-of-school activities (e.g., sports) are at-risk for poor developmental outcomes. This concern - called the over-scheduling hypothesis - has primarily been assessed in terms of adolescent adjustment. This longitudinal study of a nationally representative sample of 1,115 youth (ages 12-18) assessed long-term relations between intensity of participation during adolescen…
The Development of After-School Program Educators Through University-Community Partnerships
Participation in after-school programs (ASPs) can positively affect the development of young people. However, whether ASPs are beneficial depends on program quality. Although many factors influence the quality of a program, the competencies of adult staff who lead ASPs are a critical determinant. Unfortunately, ASP staff members often do not receive the education and training needed to provide high quality programming. This article discusses how …
Developing and Improving After‐School Programs to Enhance Youth’s Personal Growth and Adjustment
Participating in after‐school programs (ASPs) has become a common experience for children. This special issue provides a perspective on the current status of research on ASPs. This introductory article overviews the historical and current context of ASPs and then describes a developmental ecological model to guide research in this area. The model offers a framework from which to organize and synthesize the research presented in this issue. Key pr…
Residential mobility and exposure to neighborhood crime
This three‐year longitudinal study investigated associations between residential mobility, neighborhood crime, and aggression during middle childhood. Participants were 460 children ( M age = 6.9 years, SD = 1.1) residing in a disadvantaged city in the Northeastern United States. Residential mobility was determined from school records, teachers provided ratings of aggression, and city police reports of call complaints provided information on neig…
Neighborhood crime and self-care
This longitudinal study evaluated associations among official rates of neighborhood crime, academic performance, and aggression in a sample of 581 children in 1st-3rd grade (6.3-10.6 years old). It was hypothesized that the influence of crime depends on children's unsupervised exposure to the neighborhood context through self-care. Average weekly hours in self-care were trichotomized into low (0-3), moderate (4-9), and high (10-15). Moderate and …
Organized Activity Participation, Positive Youth Development, and the Over-Scheduling Hypothesis
Peer Reviewed
Organized Activities As Contexts of Development
An Ecological Analysis of After-School Program Participation and the Development of Academic Performance and Motivational Attributes for Disadvantaged Children
This longitudinal study evaluated after-school program (ASP) participation and the development of academic performance (school grades, reading achievement) and teacher-rated motivational attributes (expectancy of success, effectance motivation) over a school year. Participants were 599 boys and girls (6.3 to 10.6 years) from an urban, disadvantaged city in the United States. An ecological analysis of after-school arrangements identified 4 pattern…
Afterschool Program Participation and the Development of Child Obesity and Peer Acceptance
This longitudinal study assessed the role of afterschool program (ASP) participation in the development of child obesity and peer acceptance in a sample of 439 children. Most participants lived in poverty and were Hispanic or African American. Measurements of height and weight determined obesity status and peer acceptance was assessed through teacher and peer responses to written surveys. Rates of obesity were 22% at baseline (M age = 4.9) and 29…
Promoting interpersonal competence and educational success through extracurricular activity participation.
This longitudinal study investigated consistent participation in extracurricular activities as a contributor to long-term educational success. Participants were 695 boys and girls who were interviewed annually to the end of high school and again at age 20. Family economic status, interpersonal competence, and educational aspirations during adolescence were used to assess educational status at young adulthood. Consistent extracurricular activity p…
Structured after‐school activities as a moderator of depressed mood for adolescents with detached relations to their parents
This study investigated whether participation in structured after‐school activities moderates the association between detached parent–adolescent relationships and adolescent depressed mood. A representative sample of 539 14‐year‐olds and their parents were assessed concerning adolescent participation in after‐school activities, the parent–adolescent relationship, and adolescent depressed mood. Results showed that adolescents with detached relatio…
Leisure activities and adolescent antisocial behavior
School Extracurricular Activity Participation as a Moderator in the Development of Antisocial Patterns
This research involves a longitudinal study of antecedents and moderators in the development of antisocial patterns. Participants included 695 boys and girls who were interviewed annually from childhood to the end of high school and again at ages 20 and 24. Cluster analyses identified four configurations of boys and girls that were reasonably homogeneous with respect to behavior and academic performance at the beginning of the investigation. When…
A Developmental Approach to Prevention Research
A developmental framework emphasizing the combined impact of correlated constraints within and without the individual was applied to a prospective longitudinal study of early parenthood. The purpose was to use a person‐approach to the analysis of longitudinal data to clarify risk for early parenthood and to generate hypotheses about potentially useful intervention strategies. Respondents were 475 youth who were assessed annually from seventh grad…
Family influences on school achievement in low-income, African American children.
The authors examined the achievement-related beliefs and behaviors of parents of economically disadvantaged African American youth, and the relations among parental factors and children's academic self-concept and achievement. Forty-one children and their primary caregivers were interviewed. Parents reported on their academic-related beliefs and behaviors. Children completed measures of academic self-concept and 2 standardized achievement tests: …
Do extracurricular activities protect against early school dropout
Do extracurricular activities protect against early school dropout
Structured after‐school activities as a moderator of depressed mood for adolescents with detached relations to their parents
This study investigated whether participation in structured after‐school activities moderates the association between detached parent–adolescent relationships and adolescent depressed mood. A representative sample of 539 14‐year‐olds and their parents were assessed concerning adolescent participation in after‐school activities, the parent–adolescent relationship, and adolescent depressed mood. Results showed that adolescents with detached relatio…
Systemic social and emotional learning
Social and emotional learning (SEL) has become more central to education because of demand from educators, parents, students, and business leaders alongside rigorous research showing broad, positive impacts for students and adults. However, all approaches to SEL are not equal. Systemic SEL is an approach to create equitable learning conditions that actively involve all Pre-K to Grade 12 students in learning and practicing social, emotional, and a…
The Over‐Scheduling Hypothesis Revisited
Concern exists that youth who spend a lot of time participating in organized out-of-school activities (e.g., sports) are at-risk for poor developmental outcomes. This concern - called the over-scheduling hypothesis - has primarily been assessed in terms of adolescent adjustment. This longitudinal study of a nationally representative sample of 1,115 youth (ages 12-18) assessed long-term relations between intensity of participation during adolescen…
Developing and Improving After‐School Programs to Enhance Youth’s Personal Growth and Adjustment
Participating in after‐school programs (ASPs) has become a common experience for children. This special issue provides a perspective on the current status of research on ASPs. This introductory article overviews the historical and current context of ASPs and then describes a developmental ecological model to guide research in this area. The model offers a framework from which to organize and synthesize the research presented in this issue. Key pr…
Neighborhood crime and self-care
This longitudinal study evaluated associations among official rates of neighborhood crime, academic performance, and aggression in a sample of 581 children in 1st-3rd grade (6.3-10.6 years old). It was hypothesized that the influence of crime depends on children's unsupervised exposure to the neighborhood context through self-care. Average weekly hours in self-care were trichotomized into low (0-3), moderate (4-9), and high (10-15). Moderate and …
A Developmental Approach to Prevention Research
A developmental framework emphasizing the combined impact of correlated constraints within and without the individual was applied to a prospective longitudinal study of early parenthood. The purpose was to use a person‐approach to the analysis of longitudinal data to clarify risk for early parenthood and to generate hypotheses about potentially useful intervention strategies. Respondents were 475 youth who were assessed annually from seventh grad…
Residential mobility and exposure to neighborhood crime
This three‐year longitudinal study investigated associations between residential mobility, neighborhood crime, and aggression during middle childhood. Participants were 460 children ( M age = 6.9 years, SD = 1.1) residing in a disadvantaged city in the Northeastern United States. Residential mobility was determined from school records, teachers provided ratings of aggression, and city police reports of call complaints provided information on neig…
Family influences on school achievement in low-income, African American children.
The authors examined the achievement-related beliefs and behaviors of parents of economically disadvantaged African American youth, and the relations among parental factors and children's academic self-concept and achievement. Forty-one children and their primary caregivers were interviewed. Parents reported on their academic-related beliefs and behaviors. Children completed measures of academic self-concept and 2 standardized achievement tests: …
Do extracurricular activities protect against early school dropout
A Developmental Approach to Prevention Research
A developmental framework emphasizing the combined impact of correlated constraints within and without the individual was applied to a prospective longitudinal study of early parenthood. The purpose was to use a person‐approach to the analysis of longitudinal data to clarify risk for early parenthood and to generate hypotheses about potentially useful intervention strategies. Respondents were 475 youth who were assessed annually from seventh grad…
Leisure activities and adolescent antisocial behavior
School Extracurricular Activity Participation as a Moderator in the Development of Antisocial Patterns
This research involves a longitudinal study of antecedents and moderators in the development of antisocial patterns. Participants included 695 boys and girls who were interviewed annually from childhood to the end of high school and again at ages 20 and 24. Cluster analyses identified four configurations of boys and girls that were reasonably homogeneous with respect to behavior and academic performance at the beginning of the investigation. When…
Structured after‐school activities as a moderator of depressed mood for adolescents with detached relations to their parents
This study investigated whether participation in structured after‐school activities moderates the association between detached parent–adolescent relationships and adolescent depressed mood. A representative sample of 539 14‐year‐olds and their parents were assessed concerning adolescent participation in after‐school activities, the parent–adolescent relationship, and adolescent depressed mood. Results showed that adolescents with detached relatio…
Promoting interpersonal competence and educational success through extracurricular activity participation.
This longitudinal study investigated consistent participation in extracurricular activities as a contributor to long-term educational success. Participants were 695 boys and girls who were interviewed annually to the end of high school and again at age 20. Family economic status, interpersonal competence, and educational aspirations during adolescence were used to assess educational status at young adulthood. Consistent extracurricular activity p…
Organized Activities As Contexts of Development
An Ecological Analysis of After-School Program Participation and the Development of Academic Performance and Motivational Attributes for Disadvantaged Children
This longitudinal study evaluated after-school program (ASP) participation and the development of academic performance (school grades, reading achievement) and teacher-rated motivational attributes (expectancy of success, effectance motivation) over a school year. Participants were 599 boys and girls (6.3 to 10.6 years) from an urban, disadvantaged city in the United States. An ecological analysis of after-school arrangements identified 4 pattern…
Afterschool Program Participation and the Development of Child Obesity and Peer Acceptance
This longitudinal study assessed the role of afterschool program (ASP) participation in the development of child obesity and peer acceptance in a sample of 439 children. Most participants lived in poverty and were Hispanic or African American. Measurements of height and weight determined obesity status and peer acceptance was assessed through teacher and peer responses to written surveys. Rates of obesity were 22% at baseline (M age = 4.9) and 29…
Organized Activity Participation, Positive Youth Development, and the Over-Scheduling Hypothesis
Peer Reviewed
Neighborhood crime and self-care
This longitudinal study evaluated associations among official rates of neighborhood crime, academic performance, and aggression in a sample of 581 children in 1st-3rd grade (6.3-10.6 years old). It was hypothesized that the influence of crime depends on children's unsupervised exposure to the neighborhood context through self-care. Average weekly hours in self-care were trichotomized into low (0-3), moderate (4-9), and high (10-15). Moderate and …
Residential mobility and exposure to neighborhood crime
This three‐year longitudinal study investigated associations between residential mobility, neighborhood crime, and aggression during middle childhood. Participants were 460 children ( M age = 6.9 years, SD = 1.1) residing in a disadvantaged city in the Northeastern United States. Residential mobility was determined from school records, teachers provided ratings of aggression, and city police reports of call complaints provided information on neig…
The Development of After-School Program Educators Through University-Community Partnerships
Participation in after-school programs (ASPs) can positively affect the development of young people. However, whether ASPs are beneficial depends on program quality. Although many factors influence the quality of a program, the competencies of adult staff who lead ASPs are a critical determinant. Unfortunately, ASP staff members often do not receive the education and training needed to provide high quality programming. This article discusses how …
Developing and Improving After‐School Programs to Enhance Youth’s Personal Growth and Adjustment
Participating in after‐school programs (ASPs) has become a common experience for children. This special issue provides a perspective on the current status of research on ASPs. This introductory article overviews the historical and current context of ASPs and then describes a developmental ecological model to guide research in this area. The model offers a framework from which to organize and synthesize the research presented in this issue. Key pr…
Parental Knowledge as a Mediator of the Relation Between Adolescent Summer Care Arrangement Configurations and Adjustment the Following School Year
Through secondary data analysis of a nationally representative sample, the study explored the relations between adolescent summer arrangements and associated developmental outcomes (well-being, externalizing behavior, body mass index, and academic performance). The study also examined if these relations were mediated by parental knowledge of youth whereabouts and activities, as well as if these relations differed for subgroups of youth regularly …
The Over‐Scheduling Hypothesis Revisited
Concern exists that youth who spend a lot of time participating in organized out-of-school activities (e.g., sports) are at-risk for poor developmental outcomes. This concern - called the over-scheduling hypothesis - has primarily been assessed in terms of adolescent adjustment. This longitudinal study of a nationally representative sample of 1,115 youth (ages 12-18) assessed long-term relations between intensity of participation during adolescen…
Children's Organized Activities
Organized activities (including afterschool programs, extracurricular activities, sports, community service, summer camps, and other activities outside of the regular school day) account for a significant segment of children and adolescents' lives. These activities often provide hands‐on, child‐driven experiential learning that often involve youth working collaboratively with peers. Although research on organized activities is comparatively recen…
An update on social and emotional learning outcome research
Joseph Mahoney, Joseph Durlak, and Roger Weissberg compare results from four large-scale meta-analyses of student outcomes related to participation in universal, school-based social and emotional learning (SEL) programs. Their examination includes 356 research reports with rigorous designs and outcome data at post or follow-up from hundreds of thousands of K-12 students within and outside the U.S. on a range of SEL programs. The reviews indicate …
Systemic social and emotional learning
Social and emotional learning (SEL) has become more central to education because of demand from educators, parents, students, and business leaders alongside rigorous research showing broad, positive impacts for students and adults. However, all approaches to SEL are not equal. Systemic SEL is an approach to create equitable learning conditions that actively involve all Pre-K to Grade 12 students in learning and practicing social, emotional, and a…
What we know, and what we need to find out about universal, school-based social and emotional learning programs for children and adolescents
Psychology (20 works) · Developmental psychology (17 works) · Youth Development and Social Support (14 works) · Medicine (11 works) · Early Childhood Education and Development (7 works) · Parental Involvement in Education (7 works) · Social Psychology (7 works) · Diverse Education Studies and Reforms (6 works) · Longitudinal study (6 works) · Demography (5 works)