Social behavior, academic achievement, language skills, and peer rejection in elementary school classes. The moderating role of teacher feedback
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Authors
Diener, Marion
Hepberger, Brigitte
Kuratli Geeler, Susanne
Nesme, Celina
Moser Opitz, Elisabeth
Author (Corporation)
Publication date
2024
Typ of student thesis
Course of study
Collections
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
Assignee
Practice partner / Client
Keywords
Subject (DDC)
370 - Erziehung, Schul- und Bildungswesen
Event
Exhibition start date
Exhibition end date
Conference start date
Conference end date
Date of the last check
ISBN
ISSN
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
Citation
GARROTE, Ariana, Marion DIENER, Brigitte HEPBERGER, Susanne KURATLI GEELER, Celina NESME und Elisabeth MOSER OPITZ, 2024. Social behavior, academic achievement, language skills, and peer rejection in elementary school classes. The moderating role of teacher feedback. Educational Psychology. 2024. S. 613–631. DOI 10.1080/01443410.2024.2387544. Verfügbar unter: https://doi.org/10.26041/fhnw-10041