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

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Garrote_etal_2024.pdf(2.19 MB)
Authors
Diener, Marion
Hepberger, Brigitte
Kuratli Geeler, Susanne
Nesme, Celina
Moser Opitz, Elisabeth
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Publication date
2024
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Pädagogische Hochschule Allgemein
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01A - Journal article
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Educational Psychology
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DOI of the original publication
https://doi.org/10.1080/01443410.2024.2387544
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https://irf.fhnw.ch/handle/11654/47037
https://doi.org/10.26041/fhnw-10041
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Issue / Number
Pages / Duration
613-631
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Routledge
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Subject (DDC)
370 - Erziehung, Schul- und Bildungswesen
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0144-3410
1469-5820
Language
English
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Yes
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Published
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Peer review of the complete publication
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Hybrid
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'https://creativecommons.org/licenses/by/4.0/'
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
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