Obesity and social marginalization: When do organized activities facilitate or hinder peer relationships? Ettekal, A. E., Simpkins, S. D., & Schaefer, D. R. (in press). Applied Developmental Science.
Cultural values and other perceived benefits of organized activities: A qualitative analysis of Mexican-origin parents’ perspectives in Arizona. Lin, A. R., Simpkins, S. D., Gaskin, E., & Menjivar, C. (in press). Applied Developmental Science.
Ethnic and cultural features in organized activities: Potential implications for parent and adolescent engagement. Liu, Y., Simpkins, S. D., & Lin, A. R. (in press). Journal of Youth and Adolescence.
Culturally responsive organized activity systems: Lessons learned from Latinx adolescents and families. Ettekal, A., & Simpkins, S. D. (in press). In P. Witt, & L. Caldwell (Eds.) Youth development principles and practices in out-of-school time settings. Sagamore/Venture Publishing.
Spilling over: How Participating in after-school organized activities predicts students’ engagement. Fredricks, J. A., Hsieh, T., Liu, Y., & Simpkins, S. D. (in press). In S. L. Christenson, A. L. Reschly, & J. A. Fredricks (Eds.) Handbook of research on student engagement.
Families and engagement in afterschool programs. Simpkins, S. D., Fredricks, J. A., & Lin, A. R. (in press). In B. H. Fiese (Series Ed.). APA Handbook of contemporary family psychology: Vol. 2. Applications of contemporary family psychology.
Parenting and children’s activities. Vandell, D., Simpkins, S. D., & Wegemer, C. (in press). In M. H. Bornstein (Ed.) Handbook on parenting: Vol. 5. The practice of parenting (3rd ed.)
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.
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.
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.