Esther Mertens

| 83 Role Personality in School-Based Intervention internalizing behavior than adolescents in the Control condition. No intervention effects were found for the other outcomes (i.e., resilience, interpersonal relations in the class, bullying, and victimization) or for adolescents in the Plus condition. Personality Traits Effects Extraversion. Extraversion was negatively related to change rates in resilience and sexual autonomy and positively related to change rate in aggression, regardless of condition. This means that higher levels of Extraversion predicted a less steep increase in resilience and sexual autonomy, and a less steep decrease in aggression over time. Concerning moderation of intervention effects, Extraversion significantly moderated intervention effects on sexual autonomy and aggression in the Standard and Plus conditions. Adolescents with high levels of Extraversion improved more on sexual autonomy (Standard: d low  = .32, d average  = .46, d high  = .74; Plus: d low  = -.10, d average  = .16, d high  = .59). For adolescents with lower levels of Extraversion, the intervention appeared less successful than CAU in decreasing aggression (Standard: d low  = -.41, d average  = -.16, d high  = .38; Plus: d low  = -.28, d average  = -.21, d high  = .01). No moderation effects were found for the other outcomes or in the Light condition. Agreeableness. Agreeableness was positively related to aggression, regardless of condition, indicating that more Agreeableness was related to a less steep decrease in aggression over time. Furthermore, Agreeableness moderated intervention effects on internalizing behavior and aggression in the Standard condition. Adolescents with lower levels of Agreeableness decreased more in internalizing behavior ( d ­ low  = .98, d average = -.26, d high  = -.08). In contrast, the intervention was less successful than CAU in decreasing aggression for adolescents with low levels of Agreeableness ( d low  = -.71, d average = -.07, d high  = .28). No moderation effects were found for the other outcomes or in the other conditions. Conscientiousness. Conscientiousness was negatively related to internalizing behavior and bullying, and positively related to positive perceptions of interpersonal relations in the class, regardless of condition. This indicated that higher levels of Conscientiousness were related to a less steep increase in internalizing behavior and bullying, and a less steep decrease in positive perceptions of interpersonal relations in the class over time. Conscientiousness significantly moderated intervention effects on internalizing behavior in the Standard condition and bullying in the Light condition. Regarding internalizing behavior, adolescents with low to average levels of Conscientiousness improved more (Standard: d low  = .20, d average = .47, d high  = .09). In addition, adolescents with low levels of Conscientiousness decreasedmore on bullying (Light: d low  = .37, d average = -.08, d high  = .02). No moderation effects were found for the other outcomes or in the Plus condition. 4