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Catalogue Information
Field name	Details
Nuova numerazione	82943
Collocazione	UPS BIBL CENTR 39-B-921
Autore	BARDACH, L.
Titolo	Understanding for which students and classes a socio-ecological aggression prevention program works best: testing individual student and class level moderators. Parte componente di periodico
Descrizione fisica	pp. 225-243.
Nota generale	Estratto da: Journal of youth and adolescence, 2022, 51, 2.
Riassunto	School-based aggression prevention programs may not be equally effective for all students and classes, depending on student and class characteristics. This study investigated moderators of a cluster randomized controlled socio-ecological aggression prevention program’s effectiveness (change from pretest to posttest, sample: 2,042 preadolescents, mean age = 11.7 years, SD = 0.09, 47.6% girls) and sustainability (change from posttest to follow-up test, sample: 659 preadolescents, mean age = 12.7 years, SD = 0.08, 47.9% girls). The program worked better in multicultural classes, as greater ethnic diversity strengthened the program’s effectiveness and sustainability. Moderating effects of a positive social class climate and higher baseline levels of aggressive behavior and victimization were also found. These results advance socio-ecological theorizing and can help develop more contextualized interventions.
Tipo di documento	RICERCA.
Soggetto	AUSTRIA.
	PREADOLESCENZA.
	ADOLESCENTI.
	SCUOLA SECONDARIA.
	PROGRAMMAZIONE.
	PROGETTI.
	AGGRESSIVITÀ.
	RELAZIONI SOCIALI.
	DIFFERENZA.
	APPARTENENZA ETNICA.
Ambito	Psicologico
Ambito	Pedagogico
Autore Secondario	YANAGIDA, T.
	GRADINGER, P.
	STROHMEIER, D.
Titolo correlato	Journal of youth and adolescence, 2022, 51, 2.
Accesso online	Accesso diretto all’articolo

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Understanding for which students and classes a socio-ecological aggression prevention program works best: testing individual student and class level moderators.