Correction to: Differences in need-supportive teaching toward students from different socioeconomic backgrounds and the role of teachers’ attitudes (Social Psychology of Education, (2024), 27, 3, (955-1005), 10.1007/s11218-023-09831-w)

Abstract

The above-mentioned paper was inadvertently published with mistakes. Please find the detailed information below: On Page 2 in the introduction the following sentence is stated: Self-Determination Theory (SDTju, Deci & Ryan, 1985, 2020) provides a com- prehensive theoretical framework for describing teacher-student interactions by emphasizing that every child—regardless of their family background—flourishes if teachers support their basic psychological needs for autonomy, competence, and relatedness. This should be: Self-Determination Theory (SDT) (Deci & Ryan, 1985, 2020) … On page 16 In Table 3 there is an inconsistency: the first two times when the interaction terms are introduced Explicitly and Implicitly are written with capitals (for autonomy support and structure). Yet, for involvement the interaction terms between Low socioeconomic background and explicitly/implicitly measured attitudes explicitly and implicitly are non-capitalized. This can be seen in the last rows of the table. This should be “Low socioeconomic background × Implicitly measured attitudes” and “Low socioeconomic background × Explicitly measured attitudes” in the last rows. On page 24 In Table 6, third row from below, the F-score for Implicit measured attitudes should be 0.62. On page 26 “Hypothesis 2” should be “Hypothesis 2a” in the following sentence: However, for autonomy support, in line with Hypothesis 2, we found a significant positive interaction effect between students’ socioeconomic background and teach- ers’ implicitly measured attitudes toward low socioeconomic backgrounds, F(1, 57) = 5.81, p = 0.020. On Pages 34 and 35 Appendix B, the name of the student in the vignette should be Shelly instead of Shelley. Springer wishes to apologize for any inconvenience caused.