scholarly journals Erratum to: Preparing Students for Middle School Through After-School STEM Activities

2016 ◽  
Vol 25 (6) ◽  
pp. 898-898
Author(s):  
Nancy P. Moreno ◽  
Barbara Z. Tharp ◽  
Gregory Vogt ◽  
Alana D. Newell ◽  
Christopher A. Burnett
Keyword(s):  
Middle School ◽  
After School

Girls, Games, and Intrepid Exploration on the Computer

2011 ◽  
pp. 727-732 ◽  
Author(s):  
Jill Denner ◽  
Steve Bean
Keyword(s):  
Middle School ◽  
Computer Science ◽  
Learning Environments ◽  
After School ◽  
School Program ◽  
Middle School Girls ◽  
Women's Participation ◽  
After School Program ◽  
School Girls ◽  
Problem Solvers

One way to increase women’s participation in technology is to create more female independent problem solvers on the computer, or what Sherry Turkle (cited in Margolis & Fisher, 2002) calls “intrepid explorers.” Studies of students who persist in computer science have shown the importance of being “intrepid”—having the desire to explore without fear of breaking the computer, and the confidence to solve problems and deal with setbacks (Margolis & Fisher, 2002). An intrepid explorer is creative and fearless about trying new things on the computer. However, how do people become intrepid explorers? How can learning environments support them? This article addresses these questions by describing ways to support girls to explore intrepidly on computers. These strategies are grounded in previous research as well as our own research on an after school program for middle school girls.

An After-School Counseling Program for High-Risk Middle School Students

2005 ◽  
Vol 9 (2) ◽  
pp. 2156759X0500900
Author(s):  
Theresa Kruczek ◽  
Charlene M. Alexander ◽  
Kevin Harris
Keyword(s):  
Middle School ◽  
High Risk ◽  
Middle School Students ◽  
High Risk Group ◽  
After School ◽  
Personal Choice ◽  
School Students ◽  
School Counseling Program ◽  
After School Program ◽  
Experience Difficulty

There are a number of middle school students who experience difficulty making the transition from childhood to early adolescence and may be described as high-risk. This article describes an after-school program designed to promote healthy identity and adaptive personal choice behaviors in a high-risk group of middle school students.

Research on Middle School Renewal: Should Middle Grades Students Be Left Alone after School?

2003 ◽  
Vol 34 (5) ◽  
pp. 57-61 ◽  
Author(s):  
Steven B. Mertens ◽  
Nancy Flowers ◽  
Peter F. Mulhall
Keyword(s):  
Middle School ◽  
Middle Grades ◽  
After School ◽  
School Renewal

Predisposing, Reinforcing and Enabling Predictors of Middle School Children's After-school Physical Activity Participation

2011 ◽  
Vol 42 (3) ◽  
pp. 142-153 ◽  
Author(s):  
Kristi M. King ◽  
Roberta J. Ogletree ◽  
Joyce V. Fetro ◽  
Stephen L. Brown ◽  
Julie A. Partridge
Keyword(s):  
Physical Activity ◽  
Middle School ◽  
Physical Activity Participation ◽  
Activity Participation ◽  
After School

After-School Physical Activity and Eating Behaviors of Middle School Students in Relation to Adult Supervision

2012 ◽  
Vol 44 (4) ◽  
pp. 326-334 ◽  
Author(s):  
Wayne C. Miller ◽  
Michelle Hering ◽  
Carrie Cothran ◽  
Kim Croteau ◽  
Rebecca Dunlap
Keyword(s):  
Physical Activity ◽  
Middle School ◽  
Middle School Students ◽  
Eating Behaviors ◽  
After School ◽  
School Students ◽  
Adult Supervision

Measurement of Self-Efficacy and Proxy Efficacy for Middle School Youth Physical Activity

2007 ◽  
Vol 29 (3) ◽  
pp. 310-332 ◽  
Author(s):  
David A. Dzewaltowski ◽  
Konstantinos Karteroliotis ◽  
Greg Welk ◽  
Judy A. Johnston ◽  
Dan Nyaronga ◽  
...  
Keyword(s):  
Physical Activity ◽  
Middle School ◽  
Self Efficacy ◽  
After School ◽  
School Students ◽  
Confirmatory Factor Analyses ◽  
Confirmatory Factor ◽  
Middle School Youth ◽  
Proxy Efficacy ◽  
School Youth

This study developed youth self-efficacy (SEPA) and proxy efficacy (PEPA) measures for physical activity (PA). Proxy efficacy was defined as a youth’s confidence in his or her skills and abilities to get others to act in one’s interests to create supportive environments for PA. Each spring of their sixth-, seventh-, and eighth-grade years, middle school students completed SEPA and PEPA questions and then, for 3 days, recalled their previous day’s after-school PA. Exploratory and confirmatory factor analyses revealed a four-factor structure (SEPA for 1–3 days, SEPA for 5–7 days, PEPA-Parents, PEPA-School). Across study years, SEPA 1–3 days and 5–7 days increased and PEPA-Parents and PEPA-School decreased. Initial levels of PEPA-Parents and SEPA scales were associated with initial levels of PA. From sixth through seventh grade, changes in SEPA scales were associated with changes in PA. Studies should test whether interventions targeting self-efficacy and proxy efficacy influence PA.

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