View in EDS

Quantitative and Qualitative Evaluations of a Community-Based Intervention for Children and Youth: The G3 Be More Program

Saved in:
Bibliographic Details
Title: Quantitative and Qualitative Evaluations of a Community-Based Intervention for Children and Youth: The G3 Be More Program
Language: English
Authors: Ashley L. White (ORCID 0000-0001-7811-3847), Alora McCarthy, Sean J. McKinley, Edelyn Verona
Source: Urban Review: Issues and Ideas in Public Education. 2026 58(1).
Availability: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Peer Reviewed: Y
Publication Date: 2026
Document Type: Journal Articles
Reports - Research
Descriptors: Intervention, Community Programs, Program Evaluation, Children, Youth, Enrichment Activities, Childrens Attitudes, Parent Attitudes, Satisfaction, Self Efficacy, Psychological Patterns, Behavior, Student Behavior, Evaluation Methods
DOI: 10.1007/s11256-025-00783-3
ISSN: 0042-0972
1573-1960
Abstract: Using a mixed-methods approach, this study examined the impact of the G3 Be More Program, a community-based enrichment program for children and youth. Quantitative surveys assessed program satisfaction, self-efficacy, school functioning, and emotional and behavioral markers. Qualitative data from focus groups explored participants' experiences and perceptions of the program. The findings indicated high program satisfaction across children, youth, and parents. While short-term quantitative data showed limited changes in key outcomes, exploratory analyses suggested potential improvements in self-esteem and emotional well-being with longer program participation. Qualitative data highlighted themes such as enhanced self-efficacy, improved relationships, and the importance of a supportive community environment. The study demonstrates the value of mixed methods in evaluating community-based programs and the significance of cultural context in program design and effectiveness.
Abstractor: As Provided
Entry Date: 2026
Accession Number: EJ1503514
Database: ERIC
FullText Text:
  Availability: 0
Header DbId: eric
DbLabel: ERIC
An: EJ1503514
AccessLevel: 3
PubType: Academic Journal
PubTypeId: academicJournal
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Quantitative and Qualitative Evaluations of a Community-Based Intervention for Children and Youth: The G3 Be More Program
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Ashley+L%2E+White%22">Ashley L. White</searchLink> (ORCID <externalLink term="http://orcid.org/0000-0001-7811-3847">0000-0001-7811-3847</externalLink>)<br /><searchLink fieldCode="AR" term="%22Alora+McCarthy%22">Alora McCarthy</searchLink><br /><searchLink fieldCode="AR" term="%22Sean+J%2E+McKinley%22">Sean J. McKinley</searchLink><br /><searchLink fieldCode="AR" term="%22Edelyn+Verona%22">Edelyn Verona</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Urban+Review%3A+Issues+and+Ideas+in+Public+Education%22"><i>Urban Review: Issues and Ideas in Public Education</i></searchLink>. 2026 58(1).
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: Y
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2026
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Journal Articles<br />Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Community+Programs%22">Community Programs</searchLink><br /><searchLink fieldCode="DE" term="%22Program+Evaluation%22">Program Evaluation</searchLink><br /><searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Youth%22">Youth</searchLink><br /><searchLink fieldCode="DE" term="%22Enrichment+Activities%22">Enrichment Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Childrens+Attitudes%22">Childrens Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Parent+Attitudes%22">Parent Attitudes</searchLink><br /><searchLink fieldCode="DE" term="%22Satisfaction%22">Satisfaction</searchLink><br /><searchLink fieldCode="DE" term="%22Self+Efficacy%22">Self Efficacy</searchLink><br /><searchLink fieldCode="DE" term="%22Psychological+Patterns%22">Psychological Patterns</searchLink><br /><searchLink fieldCode="DE" term="%22Behavior%22">Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Student+Behavior%22">Student Behavior</searchLink><br /><searchLink fieldCode="DE" term="%22Evaluation+Methods%22">Evaluation Methods</searchLink>
– Name: DOI
  Label: DOI
  Group: ID
  Data: 10.1007/s11256-025-00783-3
– Name: ISSN
  Label: ISSN
  Group: ISSN
  Data: 0042-0972<br />1573-1960
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Using a mixed-methods approach, this study examined the impact of the G3 Be More Program, a community-based enrichment program for children and youth. Quantitative surveys assessed program satisfaction, self-efficacy, school functioning, and emotional and behavioral markers. Qualitative data from focus groups explored participants' experiences and perceptions of the program. The findings indicated high program satisfaction across children, youth, and parents. While short-term quantitative data showed limited changes in key outcomes, exploratory analyses suggested potential improvements in self-esteem and emotional well-being with longer program participation. Qualitative data highlighted themes such as enhanced self-efficacy, improved relationships, and the importance of a supportive community environment. The study demonstrates the value of mixed methods in evaluating community-based programs and the significance of cultural context in program design and effectiveness.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2026
– Name: AN
  Label: Accession Number
  Group: ID
  Data: EJ1503514
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1503514
RecordInfo BibRecord:
  BibEntity:
    Identifiers:
      – Type: doi
        Value: 10.1007/s11256-025-00783-3
    Languages:
      – Text: English
    Subjects:
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Community Programs
        Type: general
      – SubjectFull: Program Evaluation
        Type: general
      – SubjectFull: Children
        Type: general
      – SubjectFull: Youth
        Type: general
      – SubjectFull: Enrichment Activities
        Type: general
      – SubjectFull: Childrens Attitudes
        Type: general
      – SubjectFull: Parent Attitudes
        Type: general
      – SubjectFull: Satisfaction
        Type: general
      – SubjectFull: Self Efficacy
        Type: general
      – SubjectFull: Psychological Patterns
        Type: general
      – SubjectFull: Behavior
        Type: general
      – SubjectFull: Student Behavior
        Type: general
      – SubjectFull: Evaluation Methods
        Type: general
    Titles:
      – TitleFull: Quantitative and Qualitative Evaluations of a Community-Based Intervention for Children and Youth: The G3 Be More Program
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Ashley L. White
      – PersonEntity:
          Name:
            NameFull: Alora McCarthy
      – PersonEntity:
          Name:
            NameFull: Sean J. McKinley
      – PersonEntity:
          Name:
            NameFull: Edelyn Verona
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 06
              Type: published
              Y: 2026
          Identifiers:
            – Type: issn-print
              Value: 0042-0972
            – Type: issn-electronic
              Value: 1573-1960
          Numbering:
            – Type: volume
              Value: 58
            – Type: issue
              Value: 1
          Titles:
            – TitleFull: Urban Review: Issues and Ideas in Public Education
              Type: main
ResultId 1