Social behavior, academic achievement, language skills, and peer rejection in elementary school classes. The moderating role of teacher feedback

Type
01A - Journal article
Editors
Editor (Corporation)
Supervisor
Parent work
Educational Psychology
Special issue
DOI of the original publication
Link
Series
Series number
Volume
Issue / Number
Pages / Duration
613-631
Patent number
Publisher / Publishing institution
Routledge
Place of publication / Event location
Edition
Version
Programming language
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Practice partner / Client
Keywords
Project
Event
Exhibition start date
Exhibition end date
Conference start date
Conference end date
Date of the last check
ISBN
ISSN
0144-3410
1469-5820
Language
English
Created during FHNW affiliation
Yes
Strategic action fields FHNW
Publication status
Published
Review
Peer review of the complete publication
Open access category
Hybrid
License
'https://creativecommons.org/licenses/by/4.0/'
Citation
Garrote, A., Diener, M., Hepberger, B., Kuratli Geeler, S., Nesme, C., & Moser Opitz, E. (2024). Social behavior, academic achievement, language skills, and peer rejection in elementary school classes. The moderating role of teacher feedback. Educational Psychology, 613–631. https://doi.org/10.1080/01443410.2024.2387544