@article{ref1,
title="Understanding for which students and classes a socio-ecological aggression prevention program works best: testing individual student and class level moderators",
journal="Journal of youth and adolescence",
year="2021",
author="Bardach, Lisa and Yanagida, Takuya and Gradinger, Petra and Strohmeier, Dagmar",
volume="ePub",
number="ePub",
pages="ePub-ePub",
abstract="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.<p /> <p>Language: en</p>",
language="en",
issn="0047-2891",
doi="10.1007/s10964-021-01553-6",
url="http://dx.doi.org/10.1007/s10964-021-01553-6"
}