Situated sugarcoating: How policy contexts moderate teachers’ strategies for motivating student behavior.

Madison E. Andrews, Matt S. Giani, Kaitlin Ogden

Open source

DOI: 10.1037/e3p0000009
Published: 2026-06-04
Container: Educational Psychology for Policy and Practice
Publisher: American Psychological Association (APA)
Open access: unknown

Credibility signals

uncertain Score 64/100 under policy 1.0.0. This is a metadata assessment, not a judgment of the paper's conclusions.

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Cite this work

BibTeX

@article{allodium:10.1037/e3p0000009,
  title = {Situated sugarcoating: How policy contexts moderate teachers’ strategies for motivating student behavior.},
  author = {Madison E. Andrews and Matt S. Giani and Kaitlin Ogden},
  year = {2026},
  journal = {Educational Psychology for Policy and Practice},
  doi = {10.1037/e3p0000009},
  url = {https://doi.org/10.1037/e3p0000009}
}

RIS

TY  - JOUR
TI  - Situated sugarcoating: How policy contexts moderate teachers’ strategies for motivating student behavior.
AU  - Madison E. Andrews
AU  - Matt S. Giani
AU  - Kaitlin Ogden
PY  - 2026
JO  - Educational Psychology for Policy and Practice
DO  - 10.1037/e3p0000009
UR  - https://doi.org/10.1037/e3p0000009
ER  -

APA

Andrews, M. E., Giani, M. S., & Ogden, K. (2026). Situated sugarcoating: How policy contexts moderate teachers’ strategies for motivating student behavior.. Educational Psychology for Policy and Practice. https://doi.org/10.1037/e3p0000009

Source records

crossref · retrieved 2026-09-24T19:32:05.201Z