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.

chapter |6 pages


ByChristine M. Rubie-Davies, Jason M. Stephens, Penelope Watson

part |73 pages

Student motivation

chapter |12 pages

Children's Achievement Motivation in School

ByAllan Wigfield, Katherine Muenks, Emily Q. Rosenzweig

chapter |10 pages

Seeing the Big Picture

A systemic perspective on motivation, and its implications for social and psychological research
ByPatricia L. Hardré

chapter |11 pages

The Relationship Between Social Class and Students' Academic Achievement Goals

Three hypotheses
ByNathan Berger, Jennifer Archer

chapter |11 pages

Motivated Learning

The relationship between student needs and attitudes
ByJasmine Taylor, Helena D. Cooper-Thomas, Elizabeth R. Peterson

chapter |14 pages

The Role of Parents in Students' Motivational Beliefs and Values

ByRebecca Lazarides, Judith Harackiewicz, Elizabeth Canning, Laura Pesu, Jaana Viljaranta

chapter |14 pages

The Role of Meaning Systems in the Development of Motivation

ByHelen Patrick, Panayota Mantzicopoulos

part |50 pages

Responding to student culture

chapter |10 pages

Racial and Ethnic Identity

ByFrank C. Worrell

chapter |9 pages


Implications for student achievement and mentoring
ByC. Malik Boykin, Rodolfo Mendoza-Denton, Colette E. Patt

chapter |10 pages

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

Racial–ethnic identity, resilience, and responsiveness
ByMelinda Webber

chapter |10 pages

In-School Versus Online Discrimination

Effects on mental health and motivation among diverse adolescents in the United States
ByBrendesha M. Tynes, Sophia Hiss, Allison M. Ryan, Chad A. Rose

chapter |9 pages

Countervailing Forces in Minority Identity

Enacting and avoiding ‘good student' behaviors
ByRochelle M. Burnaford

part |34 pages

Student beliefs and peer relationships

chapter |11 pages

Academic Talk in the Classroom

Developments in research
ByRobyn M. Gillies

chapter |12 pages

Stereotype Threat

Looking back and moving forward
ByPenelope W. StJ. Watson

part |64 pages

Teacher–student relationships

chapter |10 pages

Student–Teacher Relationships at the Tertiary Level

Prevailing perspectives, existing research, and future possibilities
ByMohamed Alansari

chapter |11 pages

Perceptual Barriers to Teacher–Student Relationships

Overcoming them now and in the future
ByMaureen E. Brinkworth, Hunter Gehlbach

chapter |12 pages

Social Withdrawal and Schooling

ByMichael Townsend, Pamela Seccombe

chapter |8 pages

Power and Subjectivities

Foucault and Havel on the complexities of the early years classroom
ByMarek Tesar

part |54 pages

Classroom climate and classroom management

chapter |10 pages

Classroom Management

Current research in the light of social psychology
ByJohanna Seiz, Mareike Kunter

chapter |11 pages

Learning Environment

The influence of school and classroom space on education
ByUlrike Stadler-Altmann

chapter |10 pages

The Link Between Class Climate and Teacher and Student Emotions

Implications for theory, research, and educational practice
ByBetty Becker-Kurz, Zoe A. Morris

chapter |10 pages

Teacher authority in diverse high-school classrooms

ByAnne Gregory, Amori Yee Mikami

part |54 pages

Teacher expectations, judgment, and differentiation

chapter |11 pages

How I Spent My Last 50-Year Vacation

Bob Rosenthal's lifetime of research into interpersonal expectancy effects
ByRobert Rosenthal, Christine M. Rubie-Davies

chapter |8 pages

Teacher Expectations and Within-Classroom Differentiation

ByEddie Denessen, Alaster Scott Douglas

chapter |12 pages

Teacher Judgment and Student Motivation

ByDetlef Urhahne, Mingjing Zhu

chapter |11 pages

Expecting More

Teacher differences as moderators of expectancy effects
ByChristine M. Rubie-Davies

chapter |10 pages

Teacher Expectation Effects in the College Foreign Language Classroom

ByZheng Li, Christine M. Rubie-Davies

part |46 pages

Teacher motivation, professionalism, and well-being

chapter |11 pages

Recent Advances in Research on Teacher Motivation and Emotions

ByRobert Klassen, Tracy Durksen

chapter |11 pages

Teacher Self-Efficacy

A thriving area of research
BySindu George, Paul Richardson, Jeffrey Dorman

chapter |11 pages

Teachers' Emotional Skills, Motivation, and Well-Being

ByShane T. Harvey, Amanda Naus

part |12 pages

The final word

chapter |10 pages

The Social Psychology of the Classroom

Reflections about past, present, and future
ByElisha Babad