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Extended Education and Externalizing Behavior: Utilization Intensity, Interaction Quality and Peers as Possible Moderators

Lukas Frei, Marianne Schuepbach, Wim Nieuwenboom, Benjamin von Allmen

Abstract


Abstract

So far, empirical evidence regarding the effects of extended education on externalizing behavior is mixed. To explore possible moderators, multilevel-analyses were conducted in a longitudinal sample of 492 students from 51 all-day schools in Switzerland. No main effects of utilization intensity, interaction quality and externalizing behavior in peers on the development of externalizing behavior from grade 1 to grade 2 were found. However, the relationship between utilization intensity and change in externalizing behavior was moderated by externalizing behavior in peers and by caregiver-student interactions. Subsequent analyses display a complex pattern of these cross-level interactions, indicating confounding characteristics. Implications for future research are discussed.

Keywords: extended education, all-day schools, externalizing behavior, quality, peer contagion

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Bibliography: Frei, Lukas/Schuepbach, Marianne/Nieuwenboom, Wim/Benjamin von, Allen: Extended Education and Externalizing Behavior: Utilization Intensity, Interaction Quality and Peers as Possible Moderators, IJREE, Vol. 4, Issue 2-2016, pp. 92-109. https://doi.org/10.3224/ijree.v4i2.25783


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