Asher, S. R., Renshaw, P. D. & Hymel, S. (1982). Peer relations and the development of social skills. In S. G. Moore & C. R. Cooper (eds.), The Young Child, 137--158. Washington, D.C.: National Association for the Education on Young Children.
Depaepe, F. & König, J. (2018). General pedagogical knowledge, self-efficacy and instructional practice: Disentangling their relationship in pre-service teacher education. Teaching and Teacher Education, 69, 177-190. https://doi.org/10.1016/j.tate.2017.10.003
Feinman, S. (1992). Social Referencing and Conformity. In S. Feinman (Hrsg.), Social referencing and the social construction of reality in infancy (S. 229–268). Plenum Press.
Flook, L., Repetti, R. L. & Ullman, J. B. (2005). Classroom social experiences as predictors of academic performance. Developmental Psychology, 41(2), 319–327. https://doi.org/10.1037/0012-1649.41.2.319
Garrote, A., Sermier Dessemontet, R. & Moser Opitz, E. (2017). Facilitating the social participation of pupils with special educational needs in mainstream schools: A review of school-based interventions. Educational Research Review, 20, 12–23. https://doi.org/10.1016/j.edurev.2016.11.001
Huber, C., Nicolay, P. & Weber, S. (2021). Celebrate Diversity? Unterrichtswissenschaft. https://doi.org/10.1007/s42010-021-00115-w
McAuliffe, M. D., Hubbard, J. A. & Romano, L. J. (2009, Juli). The role of teacher cognition and behavior in children's peer relations. Journal of Abnormal Child Psychology: An official publication of the International Society for Research in Child and Adolescent Psychopathology, 37(5), 665–677.
Moreno, J. L. (1974). Die Grundlagen der Soziometrie: Wege z. Neuordnung d. Gesellschaft (3. Aufl.). Westdeutscher Verlag.
Newcomb, A. F., Bukowski, W. M. & Pattee, L. (1993, Januar). Children’s peer relations: A meta-analytic review of popular, rejected, neglected, controversial, and average sociometric status. Psychological Bulletin, 113, 99–128. https://doi.org/10.1037/0033-2909.113.1.99
Ryan, R. M. & Deci, E. L. (2001). On happiness and human potentials: a review of research on hedonic and eudaimonic well-being. Annual Review of Psychology, 52, 141–166. https://doi.org/10.1146/annurev.psych.52.1.14
Spilles, M., Huber, C., Nicolay, P., König, J. & Hennemann, T. (accepted). The correlation of classmates-perceived teacher feedback and the social acceptance of second, third and fourth graders. International Journal of Inclusive Education.
White, K. J. & Jones, K. (2000). Effects of Teacher Feedback on the Reputations and Peer Perceptions of Children with Behavior Problems. Journal of Experimental Child Psychology, 76(4), 302–326. https://doi.org/10.1006/jecp.1999.2552
Zaragoza, N., Vaughn, S., McIntosh, R., Webster, M. & Foschi, M. (1991). Social skills interventions and children with behavior problems: A review // Social Referencing and Theories of Status and Social Interaction. Behavioral Disorders, 16(4), 260–275. https://doi.org/10.1007/978-1-4899-2462-9_11