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Self-Evaluation: Self-Enhancement and Self-Verification03:00

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Social psychologists have documented that feeling good about ourselves and maintaining positive self-esteem is a powerful motivator of human behavior (Tavris & Aronson, 2008). In the United States, members of the predominant culture typically think very highly of themselves and view themselves as good people who are above average on many desirable traits (Ehrlinger, Gilovich, & Ross, 2005). Often, our behavior, attitudes, and beliefs are affected when we experience a threat to our...
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Self-esteem, a crucial component of psychological development, is significantly shaped by familial experiences. The early parent-child relationship serves as a foundational influence on a child's self-concept, with long-lasting effects extending into adolescence and adulthood.Parental Behaviors and Early Self-Esteem FormationEmpirical studies have identified four principal parental behaviors that foster healthy self-esteem in children. These include expressions of acceptance, affection, and...
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Quality assurance is the overarching term used to describe the activities employed to ensure the proper performance of a system. These activities can be classified into three categories: quality control, quality assessment, and internal corrective measures. Typically, these activities work cyclically: quality control is performed before and during the analysis, while quality assessment occurs during and after the investigation. Internal corrective measures are implemented based on the findings...

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Updated: Jun 15, 2026

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
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Implementation quality and positive experiences in after-school programs.

Amanda Brown Cross1, Denise C Gottfredson, Denise M Wilson

  • 1Department of Criminology and Criminal Justice, University of Maryland, 2220 LeFrak Hall, College Park, MD 20742-8235, USA. across@crim.umd.edu

American Journal of Community Psychology
|March 16, 2010
PubMed
Summary
This summary is machine-generated.

High-quality after-school programs improve student experiences. Key factors include management, participant engagement, and stable staffing, highlighting the importance of measuring implementation dimensions in youth intervention research.

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Last Updated: Jun 15, 2026

Problem-Solving Before Instruction (PS-I): A Protocol for Assessment and Intervention in Students with Different Abilities
10:26

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Published on: September 11, 2021

Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning
10:39

Qualitative and Quantitative Validation of Tools with Rating Scales Aimed at Assessing the Quality of University Service-Learning

Published on: August 29, 2025

Area of Science:

  • Community Psychology
  • Developmental Psychology
  • Program Evaluation

Background:

  • Enhanced after-school programs, including drug and violence prevention, have demonstrated effectiveness.
  • Previous research established dimensions of program implementation (Durlak & Dupre, 2008).
  • Evaluating program implementation quality is crucial for understanding intervention outcomes.

Purpose of the Study:

  • To examine the relationship between multiple dimensions of after-school program implementation and student experiences.
  • To assess how dosage, management quality, participant responsiveness, and staffing quality relate to positive youth outcomes.
  • To demonstrate the utility of measuring diverse implementation facets in intervention research.

Main Methods:

  • Utilized data from a multi-site trial of an enhanced after-school program.
  • Assessed implementation dimensions: dosage, management quality, participant responsiveness, and staffing quality.
  • Correlated implementation measures with self-reported positive student experiences after school.

Main Results:

  • Not all implementation dimensions were equally related to student experiences.
  • Quality of management and climate, participant responsiveness, and staffing stability showed clear associations with youth experiences.
  • The study successfully illustrated methods for measuring multiple dimensions of program implementation.

Conclusions:

  • Specific dimensions of program implementation significantly influence the quality of student after-school experiences.
  • Effective after-school programs require attention to management, participant engagement, and staff stability for optimal youth outcomes.
  • Measuring multiple implementation dimensions is vital for robust intervention research and program improvement.