Longitudinal associations between adolescent out-of-school time and adult substance use. Hsieh, T., Simpkins, S. D., Vandell, D. L. (2023). Journal of Adolescence, 95(1), 131-146.
2022
Parents’ math gender stereotypes and their correlates: An examination of the similarities and differences over the past 25 years. Starr, C. R,. Gao, Y., Lee, G., Safavian, N. S., Rubach, C., Dicke, A., Eccles, J. S., & Simpkins, S. D. (2022). Sex Roles, 87, 603-619.
Black and Latinx adolescents’ STEM motivational beliefs: A systematic review of the literature on parent STEM support. Starr, C. R., Tulagan, N., & Simpkins, S. D. (2022). Educational Psychology Review, 34, 1877-1917.
Latinx adolescents’ school-related science conversations with family members: Associations with adolescents’ science expectancy-value beliefs in high school. Tulagan, N., Puente, K., & Simpkins, S. D. (2022). Applied Developmental Science.
Motivational beliefs and positive achievement emotions during COVID-19: A person-environment fit perspective in higher education. Rubach, C., von Keyserlingk, L., Simpkins, S. D., & Eccles, J. S. (2022). In H. Burgsteiner & G. Krammer (Eds.), Impacts of COVID-19 Pandemic's Distance Learning on Students and Teachers in Schools and in Higher Education: International Perspectives.
Longitudinal associations between parent degree/occupation, parent support, and adolescent motivational beliefs in STEM. Hsieh, T., & Simpkins. S. D. (2022). Journal of Adolescence, 94(5), 728-747.
Promoting Latino adolescent motivational beliefs and activity engagement in organized after-school activities. Camacho, D., & Simpkins. S. D. (2022). Applied Developmental Science, 26, 176-191.
The patterns of adolescents’ math and science motivational beliefs: Examining within-racial/ethnic group changes and relation to STEM outcomes. Hsieh, T., & Simpkins, S. D. (2022). AERA Open, 8, 1-22.
Making the decision to participate in organized after-school activities: Perspectives from Mexican-origin adolescents and their parents. Lin, A., Dawes, N., Simpkins, S.D., & Gaskin, E. (2022). Journal of Adolescent Research, 37, 389-403.
Teachers, afterschool program staff, and mothers: Relationships with key adults and children’s adjustment in early elementary school. Liu, Y., Simpkins, S. D., & Vandell, D. L. (2022). Applied Developmental Science, 26, 389-403.
The longitudinal links of profiles of youth social emotional behaviors in childhood and functioning in early adolescence. Ma, T.L., Zarrett, N.R., Puente, K., Liu, Y., Jiang, S., Vandell, D.L., Simpkins, S.D., & Yu, M. B. (2022). Journal of Early Adolescence, 42, 765-792.
Is there any evidence of historical changes in gender differences in American high school students’ math competence-related beliefs from the 1980s to the 2010s? Rubach, C., Lee, G., Starr, C., Gao, Y., Safavian, N., Dicke A.-L., Eccles, J. S., & Simpkins, S. D. (2022). International Journal of Gender, Science, and Technology, 14, 55-126.
Does instructional quality impact male and female university students differently? Focusing on academic stress, academic satisfaction, and mental health impairment. Rubach, C., von Keyserlingk, L., Simpkins, S. D., & Eccles, J. S. (2022). Frontiers in Education, 7, 1-16.
Stability and changes in high school students’ STEM career expectations: Variability based on STEM support and parent education. Starr, C. R., Ramos Carranza, P., & Simpkins, S. D. (2022). Journal of Adolescence, 94(6), 906-919.
Promoting adolescents’ math motivational beliefs through competence support: Culturally responsive practices in an afterschool program context. Yu, M. V. B., Hsieh, T., Lee, G., Jiang, S., Pantano, A., & Simpkins, S. D. (2022). Contemporary Educational Psychology, 68, 102028.
“Working together as a team really gets them fired up”: Afterschool program mentoring strategies to promote collaborative learning among adolescent participants. Yu, M. B., Liu, Y., Hsieh, T., Lee, G., Simpkins, S. D., & Pantano, A. (2022). Applied Developmental Science, 26, 347-361.
Afterschool programs, extracurricular activities, and unsupervised time: Are patterns of participation linked to developmental outcomes in middle childhood and early adolescence? Vandell, D. L., Simpkins, S.D., Pierce, K. M., Brown, B. B., Bolt, D., & Reisner, E. (2022). Applied Developmental Science, 26(3), 426-442.
2021
How youth-staff relationships and program activities promote Latinx adolescent outcomes in a university-community afterschool math enrichment activity. Soto-Lara, S., Yu, M. V. B., Pantano, A., & Simpkins, S. D. (2021). Applied Developmental Science, 26(4), 619-637.
Self-control and cooperation in childhood as antecedents of less moral disengagement in adolescence of less moral disengagement in adolescence. Gülseven, Z., Yu, M. B., Zarrett, N., Vandell D. L., & Simpkins, S. D. (2021). Development and Psychopathology, 1-11.
The Development of cooperation and self-control in middle childhood: Associations with earlier maternal and paternal parenting. Gülseven, Z., Liu, Y., Ma, T., Yu, M., Simpkins, S.D., Vandell, D. L., & Zarrett, N. (2021). Developmental Psychology, 57(3), 397–409.
Gender by racial/ethnic intersectionality in the patterns of adolescents’ math motivation and their math achievement and engagement. Hsieh, T., Simpkins, S. D., & Eccles, J. S. (2021). Contemporary Educational Psychology, 66, 101974.
Ability self-concept and parental support may protect adolescents when they experience low support from their math teachers. Lee, G., & Simpkins, S. D. (2021). Journal of Adolescence, 88, 48-57.
Developmental pathways linking the quality and intensity of organized afterschool activities in middle school to academic performance in high school. Liu, Y., Simpkins, S. D., & Vandell, D. L. (2021). Journal of Adolescence, 92, 152-164.
Developmental trajectories of science identity beliefs of Black, Latinx, Asian, and White adolescents: An Intersectional approach to within-group differences. Puente, K., Starr, C. R., Eccles, J. S., & Simpkins, S. D. (2021). Journal of Youth and Adolescence, 50, 2394-2411.
Parent and sibling science support for Latinx adolescents. Ramos Carranza, P., & Simpkins, S. D. (2021). Social Psychology of Education, 24(2), 511-535.
Assessing the association between participation in extracurricular activities and delinquent behavior among justice-involved young men. Simmons, C., Kan, E., Simpkins, S. D., Datta, S., Steinberg, L., Frick, P. J., & Cauffman, E. (2021). Journal of Research on Adolescence, 32, 335 – 350.
High school students’ math and science gender stereotypes: Relations with their STEM outcomes and socializers’ stereotypes. Starr, C. R. & Simpkins, S. D. (2021). Social Psychology of Education, 24(1), 273-298.
From early care and education to adulthood problem behaviors: A prevention pathway through organized activities. Vandell, D. L., Simpkins, S. D., & Liu, Y. (2021). Development and Psychopathology, 33(2), 658-669.
Culturally responsive practices: Insights from a high-quality math afterschool program serving underprivileged Latinx youth. Yu, M.B., Soto-Lara, S., Liu, Y., Puente, K., Carranza, P.R., Pantano, A., & Simpkins, S.D. (2021). American Journal of Community Psychology, 68, 323-339.
2020
Parent support of Mexican-descent high school adolescents' science education: A culturally-grounded framework. Soto-Lara, S. & Simpkins, S. D. (2020). Journal of Adolescent Research, 37(4), 541-570.
Parenting and children’s activities. Vandell, D., Simpkins, S. D., & Wegemer, C. (2019). In M. H. Bornstein (Ed.) Handbook on parenting: Vol. 5. The practice of parenting (3rd ed., pp. 347-379). New York, NY: Routledge.
Families and engagement in afterschool programs. Simpkins, S. D., Fredricks, J. A., & Lin, A. R. (2019). In B. H. Fiese, M. Celano, K. Deater-Deckard, E. Jouriles, & M. Whisman (Series Ed.). APA Handbook of contemporary family psychology: Vol. 2. Applications of contemporary family psychology (pp. 235 – 248). Washington, DC: American Psychological Association.
The Eccles’ Expectancy-Value Model: A framework to understand adolescents’ choices. Lin, A. R., Ettekal, A. E., & Simpkins, S. D. (2018). In R. J. R. Levesque (Ed.) The encyclopedia of adolescence (2nd ed.). New York, NY: Springer Science and Business Media.
15 Years After “Community Programs to Promote Youth Development” Simpkins, S. D., Liu, Y., & Dawes, N. P. (2017). In H. J. Malone, & T. Donahue (Eds.). The growing out-of-school time field: Past, present, and future.
Latinos and organized activities. Lin, A. R., & Simpkins, S. D. (2017). In K. Pepper (Ed.) The SAGE encyclopedia of out-of-school learning. Thousand Oaks, CA: Sage Publications, Inc.
Development of achievement motivation and engagement. Wigfield, A., Eccles, J. S., Fredricks, J., Simpkins, S., Roeser, R., & Schiefele, U. (2015). In R. M. Lerner (Series Ed.) & C. Garcia Coll and M. Lamb (Volume Eds.). Handbook of child psychology and developmental science: Vol. 3. Social and emotional development (7th ed., pp. 657-700). Hoboken, NJ: John Wiley & Sons Inc.
Familial influences on motivation. Simpkins, S. D., & Fredricks, J. (2015). In J. D. Wright (Ed.). The international encyclopedia of the social and behavioral sciences (2nd ed., pp. 921-927). Waltham, MA: Elsevier.
Organized out-of-school activities: Settings for peer relationships, peer influence, and adolescent development. Fredricks, J. A., & Simpkins, S. D. (Eds.) (2013). New Directions for Child and Adolescent Development, 140.
The Eccles’ Expectancy-Value Model: A framework to understand adolescents’ choices. Vest, A. E., & Simpkins, S. D. (2012). In R. J. R. Levesque (Ed.) The encyclopedia of adolescence. New York, NY: Springer Science and Business Media (pp. 895 – 900).
Adolescent out-of-school activities. Mahoney, J. L., Vandell, D. L.,Simpkins, S. D., & Zarrett, N. (2009). In R. M. Lerner and L. Steinberg (Eds.), The handbook of adolescent psychology: Vol. 2. Contextual influences on adolescent development (3rd ed., pp. 228 – 269). Hoboken, NJ: John Wiley & Sons Inc.
Supporting positive development through structured after-school activities. Simpkins, S. D., Eccles, J. S., & Templeton, J. (2008). In T.L. Good (Ed.), 21st century education: A reference handbook (pp. 199 – 208). Thousand Oaks, CA: Sage Publications.
Healthy minds, healthy habits: The influence of activity involvement in middle childhood. Simpkins, S. D., Fredricks, J., Davis-Kean, P., & Eccles, J. S. (2006). In A. Huston and M. Ripke (Eds.), Developmental contexts in middle childhood: Bridges to adolescence and adulthood (pp. 283 – 302). New York: Cambridge University Press.
Family socialization, gender, and participation in sports and instrumental music. Fredricks, J. A., Simpkins, S. D., & Eccles, J. S. (2005). In C. R. Cooper, C. T. Garcia Coll, W. T. Bartko, H. Davis, and C. Chatman (Eds.), Developmental pathways through middle childhood: Rethinking contexts and diversity as resources (pp. 41 – 62). Mahwah, NJ: Lawrence Erlbaum Associates.
Managing the external environment: The parent as active agent in the system. Parke, R. D., Killian, C., Dennis, J., Flyr, M. L., McDowell, D. J., Simpkins, S. D., Kim, M., & Wild, M. (2003). In L. Kuczynski (Ed.), Handbook of dynamics in parent-child relations (pp. 247 – 270). Thousand Oaks, CA: Sage.
2002
Relative contributions of families and peers to children’s social development. Parke, R. D., Simpkins, S. D., McDowell, D. J., Kim, M., Killian, C., Dennis, J., Flyr, M. L., Wild, M., & Rah, Y. (2002). In C. Hart and P. K. Smith (Eds.), Handbook of social development (pp. 156 – 177). London: Blackwell.
Managing marital conflict: Links with children’s peer relationships. Parke, R. D., Kim, M., Flyr, M. L., McDowell, D. J., Simpkins, S. D., Killan, C., & Wild, M. (2001). In J. Grych and F. F. Fincham (Eds.), Child development and interparental conflict: Theory, research, and applications (pp. 291 – 314). New York: Cambridge University Press.
Family-peer relationships: Cognitive, emotional, and ecological determinants. Parke, R. D., O’Neil, R., Isley, S., Spitzer, S., Welsh, M., Wang, S., Flyr, M. L., Simpkins, S. D., Strand, C., & Morales, M. (1998). In M. Lewis and C. Feiring (Eds.), Families, risk, and competence (pp. 89 – 112). Mahwah, NJ: Lawrence Erlbaum Associates.
Note: Italicized author names are graduate students or postdoctoral scholars.