Schüpbach, Marianne; Ignaczewska, Julia; Herzog, Walter (2014). Socio-emotional development of students in all-day schools at the primary school level. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 46(1), pp. 11-23. Hogrefe 10.1026/0049-8637/a000096
Full text not available from this repository.This paper examines the development of students in all-day primary schools with high intensity of attendance in all-day schools (extracurricular activities) in comparison with students who attend only regular school instruction (control group) with regard to (a) prosocial behaviors and (b) socio-emotional behavior strengths and difficulties. The sub-sample comprised N = 295 students in 43 classes and 35 primary schools in the German-speaking part of Switzerland, who were studied in grades 1 to 3 in a quasi-experimental longitudinal study. The results show that all in all, the all-day school did not succeed in having a positive effect on the development of prosocial behaviors or socio-emotional strengths in the students. The results also confirm an association between the educational quality of the all-day school offerings and the socio-emotional development of primary school children.
Item Type: |
Journal Article (Original Article) |
|---|---|
Division/Institute: |
07 Faculty of Human Sciences > Institute of Education > Educational Psychology 07 Faculty of Human Sciences > Institute of Education > School and Teaching Research |
UniBE Contributor: |
Schüpbach, Marianne, Ignaczewska, Julia, Herzog, Walter |
Subjects: |
300 Social sciences, sociology & anthropology > 370 Education |
ISSN: |
0049-8637 |
Publisher: |
Hogrefe |
Language: |
German |
Submitter: |
Felicitas Elisabeth Fanger |
Date Deposited: |
31 Aug 2014 09:43 |
Last Modified: |
05 Dec 2022 14:30 |
Publisher DOI: |
10.1026/0049-8637/a000096 |
Uncontrolled Keywords: |
Ganztägige Bildung und Betreuung, Ganztagsschulen, Entwicklung, Primarschulalter, all-day schools, extracurricular activities, socio-emotional development, primary school age |
URI: |
https://boris.unibe.ch/id/eprint/45874 |
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