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

Text Frei, Schüpbach et al. in press - Extended Education and Externalizing Behavior.pdf - Published Version Restricted to registered users only Available under License Publisher holds Copyright. Download (1MB) | Request a copy

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.

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