How teacher support, peer connection, and embodied meaning-making interact in drama-based social-emotional learning in higher education.

Wang K, Dai X

DOI: 10.3389/fpsyg.2026.1963943
Published: 2026
Container: Frontiers in psychology
Publisher: Not recorded
Open access: yes

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Cite this work

BibTeX

@article{allodium:10.3389/fpsyg.2026.1963943,
  title = {How teacher support, peer connection, and embodied meaning-making interact in drama-based social-emotional learning in higher education.},
  author = {Wang K and Dai X},
  year = {2026},
  journal = {Frontiers in psychology},
  doi = {10.3389/fpsyg.2026.1963943},
  url = {https://doi.org/10.3389/fpsyg.2026.1963943}
}

RIS

TY  - JOUR
TI  - How teacher support, peer connection, and embodied meaning-making interact in drama-based social-emotional learning in higher education.
AU  - Wang K
AU  - Dai X
PY  - 2026
JO  - Frontiers in psychology
DO  - 10.3389/fpsyg.2026.1963943
UR  - https://doi.org/10.3389/fpsyg.2026.1963943
ER  -

APA

K, W., & X, D. (2026). How teacher support, peer connection, and embodied meaning-making interact in drama-based social-emotional learning in higher education.. Frontiers in psychology. https://doi.org/10.3389/fpsyg.2026.1963943

Source records

pubmed · retrieved 2026-11-10T20:47:50.522Z