OpenAlex is a bibliographic catalogue of scientific papers, authors and institutions accessible in open access mode, named after the Library of Alexandria. It's citation coverage is excellent and I hope you will find utility in this listing of citing articles!
If you click the article title, you'll navigate to the article, as listed in CrossRef. If you click the Open Access links, you'll navigate to the "best Open Access location". Clicking the citation count will open this listing for that article. Lastly at the bottom of the page, you'll find basic pagination options.
Requested Article:
Enhancing Program Quality in a National Sample of After‐school Settings: The Role of Youth–Staff Interactions and Staff/Organizational Functioning
Gabriel P. Kuperminc, Scot Seitz, Hannah Joseph, et al.
American Journal of Community Psychology (2019) Vol. 63, Iss. 3-4, pp. 391-404
Closed Access | Times Cited: 24
Gabriel P. Kuperminc, Scot Seitz, Hannah Joseph, et al.
American Journal of Community Psychology (2019) Vol. 63, Iss. 3-4, pp. 391-404
Closed Access | Times Cited: 24
Showing 24 citing articles:
Impact of School-Based Interventions for Building School Belonging in Adolescence: a Systematic Review
Kelly‐Ann Allen, Negar Jamshidi, Emily Berger, et al.
Educational Psychology Review (2021) Vol. 34, Iss. 1, pp. 229-257
Closed Access | Times Cited: 68
Kelly‐Ann Allen, Negar Jamshidi, Emily Berger, et al.
Educational Psychology Review (2021) Vol. 34, Iss. 1, pp. 229-257
Closed Access | Times Cited: 68
Relational practice in health, education, criminal justice, and social care: a scoping review
Gary Lamph, Rebecca Nowland, Paul Boland, et al.
Systematic Reviews (2023) Vol. 12, Iss. 1
Open Access | Times Cited: 8
Gary Lamph, Rebecca Nowland, Paul Boland, et al.
Systematic Reviews (2023) Vol. 12, Iss. 1
Open Access | Times Cited: 8
“Working together as a team really gets them fired up”: Afterschool program mentoring strategies to promote collaborative learning among adolescent participants
Mark Vincent B. Yu, Yangyang Liu, Ta‐yang Hsieh, et al.
Applied Developmental Science (2020) Vol. 26, Iss. 2, pp. 347-361
Closed Access | Times Cited: 22
Mark Vincent B. Yu, Yangyang Liu, Ta‐yang Hsieh, et al.
Applied Developmental Science (2020) Vol. 26, Iss. 2, pp. 347-361
Closed Access | Times Cited: 22
Culturally Responsive Practices: Insights from a High‐Quality Math Afterschool Program Serving Underprivileged Latinx Youth
Mark Vincent B. Yu, Yangyang Liu, Stephanie Soto‐Lara, et al.
American Journal of Community Psychology (2021) Vol. 68, Iss. 3-4, pp. 323-339
Closed Access | Times Cited: 16
Mark Vincent B. Yu, Yangyang Liu, Stephanie Soto‐Lara, et al.
American Journal of Community Psychology (2021) Vol. 68, Iss. 3-4, pp. 323-339
Closed Access | Times Cited: 16
Pedagogical quality of after-school care: Relaxation and/or enrichment?
Ruben Fukkink, M. Boogaard
Children and Youth Services Review (2020) Vol. 112, pp. 104903-104903
Open Access | Times Cited: 14
Ruben Fukkink, M. Boogaard
Children and Youth Services Review (2020) Vol. 112, pp. 104903-104903
Open Access | Times Cited: 14
New Perspectives on the Child‐ and Youth‐Serving Workforce in Low‐Resource Communities: Fostering Best Practices and Professional Development
Elise Cappella, Erin B. Godfrey
American Journal of Community Psychology (2019) Vol. 63, Iss. 3-4, pp. 245-252
Closed Access | Times Cited: 9
Elise Cappella, Erin B. Godfrey
American Journal of Community Psychology (2019) Vol. 63, Iss. 3-4, pp. 245-252
Closed Access | Times Cited: 9
Quality of Educational Programs for Elementary School-Age Students With Autism
Samuel L. Odom, Ann M. Sam, Brianne Tomaszewski, et al.
American Journal on Intellectual and Developmental Disabilities (2022) Vol. 127, Iss. 1, pp. 29-41
Closed Access | Times Cited: 5
Samuel L. Odom, Ann M. Sam, Brianne Tomaszewski, et al.
American Journal on Intellectual and Developmental Disabilities (2022) Vol. 127, Iss. 1, pp. 29-41
Closed Access | Times Cited: 5
From Prevention and Intervention Research to Promotion of Positive Youth Development: Implications for Global Research, Policy and Practice with Ethnically Diverse Youth
Emilie Phillips Smith, María Ángela Mattar Yunes, Chris Fradkin
Springer series on child and family studies (2021), pp. 549-566
Closed Access | Times Cited: 7
Emilie Phillips Smith, María Ángela Mattar Yunes, Chris Fradkin
Springer series on child and family studies (2021), pp. 549-566
Closed Access | Times Cited: 7
Youth Perspectives on Virtual After-School Programming During the COVID-19 Pandemic
Candace M. Evans, Renita Moore, Scot Seitz, et al.
Journal of Youth Development (2021) Vol. 16, Iss. 5, pp. 251-268
Open Access | Times Cited: 6
Candace M. Evans, Renita Moore, Scot Seitz, et al.
Journal of Youth Development (2021) Vol. 16, Iss. 5, pp. 251-268
Open Access | Times Cited: 6
Promoting Latinx adolescents’ math motivation through competence support: Culturally responsive practices in an afterschool program context
Mark Vincent B. Yu, Ta‐yang Hsieh, Glona Lee, et al.
Contemporary Educational Psychology (2021) Vol. 68, pp. 102028-102028
Closed Access | Times Cited: 5
Mark Vincent B. Yu, Ta‐yang Hsieh, Glona Lee, et al.
Contemporary Educational Psychology (2021) Vol. 68, pp. 102028-102028
Closed Access | Times Cited: 5
Fostering positive youth and staff development: Understanding the roles and experiences of the afterschool workforce
Sophia H. J. Hwang, Jon Alexander Watford, Elise Cappella, et al.
Journal of Community Psychology (2020) Vol. 48, Iss. 8, pp. 2457-2473
Closed Access | Times Cited: 4
Sophia H. J. Hwang, Jon Alexander Watford, Elise Cappella, et al.
Journal of Community Psychology (2020) Vol. 48, Iss. 8, pp. 2457-2473
Closed Access | Times Cited: 4
The “Haves, Have Some, and Have Nots:” a Latent Profile Analysis of Capacity, Quality, and Implementation in Community-Based Afterschool Programs
Emilie Phillips Smith, Dawn P. Witherspoon, Pui‐Wa Lei
Prevention Science (2021) Vol. 22, Iss. 7, pp. 971-985
Open Access | Times Cited: 4
Emilie Phillips Smith, Dawn P. Witherspoon, Pui‐Wa Lei
Prevention Science (2021) Vol. 22, Iss. 7, pp. 971-985
Open Access | Times Cited: 4
Perceptions of a Youth-Serving Training Program: A case study
Janna C. Heyman, H. J. Davis, Peggy Kelly, et al.
Children and Youth Services Review (2024) Vol. 163, pp. 107770-107770
Closed Access
Janna C. Heyman, H. J. Davis, Peggy Kelly, et al.
Children and Youth Services Review (2024) Vol. 163, pp. 107770-107770
Closed Access
Qualified and Unqualified Staff in German All-day Schools. An Exploratory Overview
Markus Sauerwein, Annalena Danner, Franziska Bock, et al.
IJREE – International Journal for Research on Extended Education (2024) Vol. 12, Iss. 1-2023, pp. 22-34
Closed Access
Markus Sauerwein, Annalena Danner, Franziska Bock, et al.
IJREE – International Journal for Research on Extended Education (2024) Vol. 12, Iss. 1-2023, pp. 22-34
Closed Access
Program quality instrument for youth (PQI-youth): validation of a brief, self-report measure
Lynne M. Borden, Jaime Ballard, Phillip L. Ealy, et al.
Applied Developmental Science (2024), pp. 1-13
Closed Access
Lynne M. Borden, Jaime Ballard, Phillip L. Ealy, et al.
Applied Developmental Science (2024), pp. 1-13
Closed Access
Relational practice in health, education, criminal justice and social care: A Scoping Review
Gary Lamph, Rebecca Nowland, Paul Boland, et al.
Research Square (Research Square) (2023)
Open Access | Times Cited: 1
Gary Lamph, Rebecca Nowland, Paul Boland, et al.
Research Square (Research Square) (2023)
Open Access | Times Cited: 1
Examining the Relationships between Teacher Self-Disclosure and Emotional and Behavioral Engagement of STEM Undergraduate Research Scholars: A Structural Equation
Yahya Bouhafa, Pavneet Kaur Bharaj, Amber Simpson
Education Sciences (2023) Vol. 13, Iss. 8, pp. 821-821
Open Access | Times Cited: 1
Yahya Bouhafa, Pavneet Kaur Bharaj, Amber Simpson
Education Sciences (2023) Vol. 13, Iss. 8, pp. 821-821
Open Access | Times Cited: 1
Academic outcomes in a national afterschool program: The role of program experiences and youth sustained engagement
Scot Seitz, Nadim Khatib, Omar Guessous, et al.
Applied Developmental Science (2021) Vol. 26, Iss. 4, pp. 766-784
Closed Access | Times Cited: 3
Scot Seitz, Nadim Khatib, Omar Guessous, et al.
Applied Developmental Science (2021) Vol. 26, Iss. 4, pp. 766-784
Closed Access | Times Cited: 3
A Longitudinal Cohort Study of Participation in the Boys & Girls Clubs of Winnipeg
Jennifer Enns, Nathan Nickel, Dan Château, et al.
International Journal for Population Data Science (2022) Vol. 7, Iss. 1
Open Access | Times Cited: 1
Jennifer Enns, Nathan Nickel, Dan Château, et al.
International Journal for Population Data Science (2022) Vol. 7, Iss. 1
Open Access | Times Cited: 1
A longitudinal cohort study of participation in the Boys & Girls Clubs of Winnipeg.
Jennifer Enns, Nathan Nickel, Dan Château, et al.
PubMed (2022) Vol. 7, Iss. 1, pp. 1735-1735
Closed Access | Times Cited: 1
Jennifer Enns, Nathan Nickel, Dan Château, et al.
PubMed (2022) Vol. 7, Iss. 1, pp. 1735-1735
Closed Access | Times Cited: 1
Youth Profiles of Program Quality Perceptions and Their Associations with Social Competence
Scot Seitz
(2021)
Closed Access | Times Cited: 1
Scot Seitz
(2021)
Closed Access | Times Cited: 1
Putting the “We” in Wellbeing Through Belonging Research
Kelly‐Ann Allen, Lucas Walsh, T. Chan, et al.
(2023), pp. 341-369
Closed Access
Kelly‐Ann Allen, Lucas Walsh, T. Chan, et al.
(2023), pp. 341-369
Closed Access
Strengthening the Child‐ and Youth‐Serving Workforce: Surveying the Landscape, Overcoming Challenges
Jacob Kraemer Tebes
American Journal of Community Psychology (2019) Vol. 63, Iss. 3-4, pp. 472-475
Closed Access
Jacob Kraemer Tebes
American Journal of Community Psychology (2019) Vol. 63, Iss. 3-4, pp. 472-475
Closed Access
Carnival Classrooms: Sites of Resistance in Secondary Composition Classrooms
Tracee L. Auville-Parks
Journal of Higher Education Theory and Practice (2021) Vol. 21, Iss. 15
Open Access
Tracee L. Auville-Parks
Journal of Higher Education Theory and Practice (2021) Vol. 21, Iss. 15
Open Access
