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