Publication: Effects of teacher feedback behavior on social acceptance in inclusive elementary classrooms: exploring social referencing processes in a natural setting
Effects of teacher feedback behavior on social acceptance in inclusive elementary classrooms: exploring social referencing processes in a natural setting
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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, online. https://doi.org/10.1016/j.cedpsych.2020.101841
Abstract
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Abstract
Teacher feedback behavior is a key determinant of the social referencing processes that influence the social acceptance of pupils. The present longitudinal study explores how teacher feedback on academic performance and social behavior is related to social acceptance during classroom activities and recess in the natural setting of inclusive classrooms. Data come from a study with 32 teachers and their 546 first to third grade pupils in Switzerland. Teacher feedback behavior was videotaped and peer nominations and ratings were used to
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- Wullschleger, Andrea
- Garrote, Ariana
- Schnepel, Susanne
- Jaquiéry, Lea
- Moser Opitz, Elisabeth
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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, online. https://doi.org/10.1016/j.cedpsych.2020.101841
