Teacher‐ versus researcher‐provided affirmation effects on students’ task engagement and positive perceptions of teachers
Author:
Affiliation:
1. Department of Psychology Stanford University Stanford California USA
2. Department of Education Washington University in St. Louis St. Louis Missouri USA
3. Psychology Department Carnegie Mellon University Pittsburgh Pennsylvania USA
Publisher
Wiley
Subject
General Social Sciences
Link
https://onlinelibrary.wiley.com/doi/pdf/10.1111/josi.12417
Reference68 articles.
1. What Schools Need to Know About Fostering School Belonging: a Meta-analysis
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3. Theoretical, Ethical, and Policy Considerations for Conducting Social–Psychological Interventions to Close Educational Achievement Gaps
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