Effects of teacher feedback behavior on social acceptance in inclusive elementary classrooms: Exploring social referencing processes in a natural setting

Thumbnail Image
Files
Effects of teacher feedback behavior on social acceptance in inclusive elementary classrooms_ Exploring social referencing processes in a natural setting _ Elsevier Enhanced Reader.pdf(4 MB)
Authors
Schnepel, Susanne
Jaquiéry, Lea
Moser Opitz, Elisabeth
Author (Corporation)
Publication date
01.2020
Type of student thesis
Course of study
Collections
Institute for Educational Research and Development
Full item page
Type
01A - Journal article
Editors
Editor (Corporation)
Supervisor
Parent work
Contemporary Educational Psychology
Special issue
DOI of the original publication
https://doi.org/10.1016/j.cedpsych.2020.101841
URI
https://irf.fhnw.ch/handle/11654/30677
https://doi.org/10.26041/fhnw-2009
Link
Related research data
Series
Series number
Volume
60
Issue / Number
Pages / Duration
Patent number
Publisher / Publishing institution
Elsevier
Place of publication / Event location
Edition
Version
Programming language
Assignee
Practice partner / Client
Keywords
Subject (DDC)
370 - Erziehung, Schul- und Bildungswesen
Project
Event
Exhibition start date
Exhibition end date
Conference start date
Conference end date
Date of the last check
ISBN
ISSN
1090-2384
0361-476X
Language
English
Created during FHNW affiliation
No
Strategic action fields FHNW
Publication status
Published
Review
peer-reviewed
Open access category
License
Citation
Wullschleger, A., Garrote, A., Schnepel, S., Jaquiéry, L., & Moser Opitz, E. (2020). Effects of teacher feedback behavior on social acceptance in inclusive elementary classrooms: Exploring social referencing processes in a natural setting. Contemporary Educational Psychology, 60. https://doi.org/10.1016/j.cedpsych.2020.101841
Full item page