Philipp Nicolay
Biographic Data
| ID | 4460407 |
|---|---|
| NAME | Philipp Nicolay |
| GIVEN NAMES | Philipp |
| FAMILY NAME | Nicolay |
| SIGNATURE | NICOLAY P |
| AFFILIATIONS | University of Wuppertal |
| ORCID | 0000-0002-6161-7317 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 0 |
Peer influence on primary school children’s social judgment-making
Introduction Peer influence is often studied with regard to the development of specific behaviors (e.g., maladaptive behavior, prosocial behavior) in adolescents. Following a broader understanding of peer influence, this study investigated if children at primary school age are also influenced by peers when making social judgments about other students and to what degree social anxiety is associated with greater susceptibility to peer influence. Me…
Negative teacher feedback toward students decreases the probability of empathic classmates making a sociometric choice
Numerous studies in recent decades have shown that teacher feedback significantly influences the sociometric choices of students by their classmates. Most of these studies refer to social referencing theory, which suggests that the teacher’s emotional communication expressing sympathy or antipathy toward the feedback-receiving student influences the perceptions of the feedback-observing classmates. Therefore, the classmates’ emotional competencie…
Der Zusammenhang von Lehrkraftfeedback, sozialer Akzeptanz und der Schüler*innen-Lehrkraft-Beziehung in der Grundschule
Ausgehend von der sozialen Referenzierungstheorie konnten in den letzten Jahren mehrere Studien zeigen, dass die soziale Akzeptanz, die Schüler*innen durch ihre Peers erfahren, durch den Erhalt von positivem Lehrkraftfeedback positiv und durch den Erhalt von negativem Lehrkraftfeedback negativ beeinflusst wird. Methodisch besteht in den meisten bisher vorliegenden Studien das Problem, dass die unterschiedliche Wahrnehmung dieses Feedbacks durch b…
A question of feedback? Studying effects of academic performance and teacher feedback on primary school students' social acceptance in an experimental setting
Introduction Being socially accepted by peers is a fundamental psychological need, and the consequences of social rejection are manifold. Investigating the causes of social rejection, a large body of studies have already established the relationship between social acceptance and individual characteristics (e.g., academic performance). However, the overall contributions of those individual characteristics are rather small, and the cause-and-effect…
Der Zusammenhang von Regeleinhaltung und Lehrkraftfeedback mit der sozialen Akzeptanz von Grundschulkindern. Eine empirische Analyse unter Berücksichtigung von Schulkind-Dyaden
Peer-Beziehungen gelten als ein Schlüsselfaktor für die kindliche Entwicklung. Internationale wie nationale Untersuchungen bestätigen, dass insbesondere Kinder mit externalisierenden Verhaltensproblemen schlechter sozial integriert sind als ihre Mitschülerinnen und Mitschüler. Darüber hinaus zeigen vereinzelte Feldstudien außerhalb von Deutschland, dass auch Lehrkraftfeedback die soziale Integration bedingt. Während bisherige Studien meist Verhal…
The relationship of classmates-perceived teacher feedback and the social acceptance of second, third and fourth graders
In the past, some field studies have shown that in addition to student characteristics teacher feedback can influence the social acceptance of students. However, research gaps still exist: for example, most field studies use ratings by adult observers to measure feedback, even though following social referencing theory how students perceive feedback is more relevant. Furthermore, most field studies have not investigated whether the impact of teac…
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A question of feedback? Studying effects of academic performance and teacher feedback on primary school students' social acceptance in an experimental setting
Introduction Being socially accepted by peers is a fundamental psychological need, and the consequences of social rejection are manifold. Investigating the causes of social rejection, a large body of studies have already established the relationship between social acceptance and individual characteristics (e.g., academic performance). However, the overall contributions of those individual characteristics are rather small, and the cause-and-effect…
Der Zusammenhang von Regeleinhaltung und Lehrkraftfeedback mit der sozialen Akzeptanz von Grundschulkindern. Eine empirische Analyse unter Berücksichtigung von Schulkind-Dyaden
Peer-Beziehungen gelten als ein Schlüsselfaktor für die kindliche Entwicklung. Internationale wie nationale Untersuchungen bestätigen, dass insbesondere Kinder mit externalisierenden Verhaltensproblemen schlechter sozial integriert sind als ihre Mitschülerinnen und Mitschüler. Darüber hinaus zeigen vereinzelte Feldstudien außerhalb von Deutschland, dass auch Lehrkraftfeedback die soziale Integration bedingt. Während bisherige Studien meist Verhal…
The relationship of classmates-perceived teacher feedback and the social acceptance of second, third and fourth graders
In the past, some field studies have shown that in addition to student characteristics teacher feedback can influence the social acceptance of students. However, research gaps still exist: for example, most field studies use ratings by adult observers to measure feedback, even though following social referencing theory how students perceive feedback is more relevant. Furthermore, most field studies have not investigated whether the impact of teac…
Der Zusammenhang von Lehrkraftfeedback, sozialer Akzeptanz und der Schüler*innen-Lehrkraft-Beziehung in der Grundschule
Ausgehend von der sozialen Referenzierungstheorie konnten in den letzten Jahren mehrere Studien zeigen, dass die soziale Akzeptanz, die Schüler*innen durch ihre Peers erfahren, durch den Erhalt von positivem Lehrkraftfeedback positiv und durch den Erhalt von negativem Lehrkraftfeedback negativ beeinflusst wird. Methodisch besteht in den meisten bisher vorliegenden Studien das Problem, dass die unterschiedliche Wahrnehmung dieses Feedbacks durch b…
Peer influence on primary school children’s social judgment-making
Introduction Peer influence is often studied with regard to the development of specific behaviors (e.g., maladaptive behavior, prosocial behavior) in adolescents. Following a broader understanding of peer influence, this study investigated if children at primary school age are also influenced by peers when making social judgments about other students and to what degree social anxiety is associated with greater susceptibility to peer influence. Me…
Negative teacher feedback toward students decreases the probability of empathic classmates making a sociometric choice
Numerous studies in recent decades have shown that teacher feedback significantly influences the sociometric choices of students by their classmates. Most of these studies refer to social referencing theory, which suggests that the teacher’s emotional communication expressing sympathy or antipathy toward the feedback-receiving student influences the perceptions of the feedback-observing classmates. Therefore, the classmates’ emotional competencie…
Bullying, Victimization, and Aggression (4 works) · Psychology (4 works) · Social Psychology (4 works) · Mathematics education (3 works) · Child and Adolescent Psychosocial and Emotional Development (2 works) · Developmental psychology (2 works) · Gynecology (2 works) · Humanities (2 works) · Medicine (2 works) · Motivation and Self-Concept in Sports (2 works)