ERIC Number: EJ1251014
Record Type: Journal
Publication Date: 2016
Pages: 18
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2196-3673
EISSN: N/A
Extended Education and Externalizing Behavior: Utilization Intensity, Interaction Quality and Peers as Possible Moderators
Frei, Lukas; Schuepbach, Marianne; Nieuwenboom, Wim; von Allmen, Benjamin
International Journal for Research on Extended Education, v4 n2 p92-109 2016
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.
Descriptors: After School Programs, Behavior Problems, School Schedules, Peer Influence, Elementary School Students, Grade 1, Grade 2, Student Behavior, Program Effectiveness, Caregiver Child Relationship, Foreign Countries, Predictor Variables, Interaction, Child Behavior, Questionnaires, Screening Tests, Gender Differences
Budrich Journals. Verlag Barbara Budrich GmbH, Stauffenbergstr. 7, 51379 Leverkusen, Germany. e-mail: info@budrich-journals.de; Web site: https://www.budrich-journals.de/index.php/IJREE
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Early Childhood Education; Grade 1; Primary Education; Grade 2
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Switzerland
Identifiers - Assessments and Surveys: Strengths and Difficulties Questionnaire
Grant or Contract Numbers: N/A