The Routledge International Handbook of Social Psychology of the Classroom presents the first comprehensive and integrated compilation of theory and research on topics related to the social cohesion of the classroom. Many of these topics have been studied independently; for example, motivation, self-concept, class management, class climate, and teacher expectations are generally studied separately by different groups of researchers. This handbook brings the evidence from different fields in social psychological classroom research together in one place for the first time to explore how these topics relate and how each factor influences students and their learning.

With chapters by established international leaders in their fields, as well as emerging new talent, this handbook offers cutting edge research and surveys the state of the art in the social psychology of the classroom.

Major areas covered include:

  • Motivation
  • Belief, self-concept, and personality
  • Emotional engagement
  • Teacher–student relationships
  • Teacher expectation
  • Classroom management
  • Culture and identity

The Routledge International Handbook of Social Psychology of the Classroom provides a review of current theories related to the social psychology of the classroom, including how these theories apply to classrooms and learners. Current evidence clearly shows that areas explored by social psychology – and brought together for the first time in this volume – can have a very significant impact on classroom learning and student achievement (J. Hattie, Visible Learning: A Synthesis of over 800 Meta-Analyses Relating to Achievement, Routledge 2009). This handbook is a must for all academics whose research relates to the social psychology of the classroom. It is also an invaluable resource for teachers and teacher education students who want to understand why they are effective instructors and yet still encounter students in their classes who are not responding as expected.

part |73 pages

Student motivation

chapter |10 pages

Seeing the Big Picture

A systemic perspective on motivation, and its implications for social and psychological research

chapter |11 pages

Motivated Learning

The relationship between student needs and attitudes

part |50 pages

Responding to student culture

chapter |9 pages


Implications for student achievement and mentoring

chapter |10 pages

Optimizing Māori Student Success with the Other three ‘R'S

Racial–ethnic identity, resilience, and responsiveness

chapter |10 pages

In-School Versus Online Discrimination

Effects on mental health and motivation among diverse adolescents in the United States

chapter |9 pages

Countervailing Forces in Minority Identity

Enacting and avoiding ‘good student' behaviors

part |34 pages

Student beliefs and peer relationships

chapter |11 pages

Academic Talk in the Classroom

Developments in research

chapter |12 pages

Stereotype Threat

Looking back and moving forward

part |64 pages

Teacher–student relationships

part |54 pages

Classroom climate and classroom management

chapter |10 pages

Classroom Management

Current research in the light of social psychology

chapter |11 pages

Learning Environment

The influence of school and classroom space on education

chapter |10 pages

The Link Between Class Climate and Teacher and Student Emotions

Implications for theory, research, and educational practice

part |54 pages

Teacher expectations, judgment, and differentiation

part |12 pages

The final word

chapter |10 pages

The Social Psychology of the Classroom

Reflections about past, present, and future