scholarly journals Self-Efficacy, Intrinsic Motivation, and Academic Outcomes Among Latino Middle School Students Participating in an After-School Program

2011 ◽  
Vol 34 (1) ◽  
pp. 118-136 ◽  
Author(s):  
Kate Niehaus ◽  
Kathleen Moritz Rudasill ◽  
Jill L. Adelson
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Intrinsic Motivation ◽  
Academic Outcomes ◽  
Self Efficacy ◽  
After School ◽  
School Program ◽  
School Students ◽  
After School Program

scholarly journals Youth Empowerment Solutions: Evaluation of an After-School Program to Engage Middle School Students in Community Change

2017 ◽  
Vol 45 (1) ◽  
pp. 20-31 ◽  
Author(s):  
Marc A. Zimmerman ◽  
Andria B. Eisman ◽  
Thomas M. Reischl ◽  
Susan Morrel-Samuels ◽  
Sarah Stoddard ◽  
...  
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Community Change ◽  
After School ◽  
Youth Empowerment ◽  
School Program ◽  
School Students ◽  
After School Program

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.

scholarly journals Investigating the Effects of an Energy Drink on Flatworms

2019 ◽  
Vol 81 (6) ◽  
pp. 430-434
Author(s):  
Rhea Miles ◽  
Tonya Little
Keyword(s):  
Science Education ◽  
Middle School Students ◽  
Average Velocity ◽  
Energy Drink ◽  
Spring Water ◽  
After School ◽  
School Program ◽  
School Students ◽  
Student Knowledge ◽  
After School Program

One of the goals of the Science Education Against Drug Abuse Partnership (SEADAP) is to increase student knowledge about drugs through the implementation of an inquiry-based curriculum. A science teacher who was a participant in the SEADAP program served as a facilitator for middle school students participating in an after-school program to assist them with designing their own experiment using planarians (flatworms) exposed to caffeine, sugar, and an energy drink. Results indicated that the average velocity of the planarians in 1 mM caffeine, 1 mM sucrose, and 0.1% Monster Energy drink increased in comparison to their behavior in spring water. The students also learned that substances such as energy drinks can be lethal to planarians.

Authentic Science with Dissemination Increases Self-Efficacy of Middle School Students

2019 ◽  
Vol 59 (6) ◽  
pp. 1497-1508
Author(s):  
E Dale Broder ◽  
Katie E Guilbert ◽  
Robin M Tinghitella ◽  
Shannon M Murphy ◽  
Cameron K Ghalambor ◽  
...  
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Self Efficacy ◽  
After School ◽  
Stem Careers ◽  
School Students ◽  
Homogeneous Groups ◽  
And Gender ◽  
And Mathematics ◽  
K 12

Abstract Ethnically and gender diverse groups are more efficient, creative, and productive than homogeneous groups, yet women and minorities are underrepresented in the science, technology, engineering, and mathematics (STEM) workforce. One contributor is unequal access to high-quality STEM education based on socioeconomic status and race, which we may be able to address through inquiry-based out-of-school time programs. Here we describe a 6-month after-school program that allows an underrepresented community of middle school students to conduct original scientific research that they present at a conference each year. Through qualitative assessments and interviews, we found a trend for increased interest in STEM careers and self-efficacy in participants. Self-efficacy, or belief in one’s ability to succeed, predicts performance and persistence in STEM. Both self-efficacy and interest in STEM careers increased after students presented their research at a conference, highlighting the unexplored importance of dissemination for shaping self-efficacy in K-12 students. Small after-school programs like ours can be easily accomplished as broader impacts by scientists, and well-designed programs have the potential to positively affect change by increasing access and participation in STEM for diverse students.

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