Social behavior, academic achievement, language skills, and peer rejection in elementary school classes. The moderating role of teacher feedback
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Author (Corporation)
Publication date
2024
Typ of student thesis
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01A - Journal article
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Parent work
Educational Psychology
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DOI of the original publication
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Volume
Issue / Number
Pages / Duration
613-631
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Publisher / Publishing institution
Routledge
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0144-3410
1469-5820
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
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