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

Frei, Lukas; Schüpbach, Marianne; Nieuwenboom, Wim; von Allmen, Benjamin (2016). Extended Education and Externalizing Behavior: Utilization Intensity, Interaction Quality and Peers as Possible Moderators. International journal for research on extended education, 4(2), pp. 92-109. Barbara Budrich 10.3224/ijree.v4i2.25783

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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.

Item Type:

Journal Article (Original Article)

Division/Institute:

07 Faculty of Human Sciences > Institute of Psychology > Experimental Psychology and Neuropsychology

UniBE Contributor:

Frei, Lukas and von Allmen, Benjamin

Subjects:

100 Philosophy > 150 Psychology
300 Social sciences, sociology & anthropology > 370 Education

ISSN:

2196-3673

Publisher:

Barbara Budrich

Funders:

[42] Schweizerischer Nationalfonds

Language:

English

Submitter:

Lukas Frei

Date Deposited:

26 Jun 2017 15:19

Last Modified:

26 Jun 2017 15:19

Publisher DOI:

10.3224/ijree.v4i2.25783

Uncontrolled Keywords:

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

BORIS DOI:

10.7892/boris.97593

URI:

https://boris.unibe.ch/id/eprint/97593

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