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Changing attitudes to inclusion in preservice teacher education: a systematic review

Educational research (Windsor), 2019-04, Vol.61 (2), p.231-253

2019

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Backlash Against Women and Support for Men? On the Perception of Men and Women Researchers in Gender Stereotype-Inconsistent Domains

Psychology of women quarterly, 2024-09, Vol.48 (3), p.411-429

2024

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Gender achievement gaps: the role of social costs to trying hard in high school

Social psychology of education, 2020-12, Vol.23 (6), p.1407-1427

2020

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School-Related and Individual Predictors of Subjective Well-Being and Academic Achievement

Frontiers in psychology, 2018-12, Vol.9, p.2631-2631

2018

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Only a Burden for Females in Math? Gender and Domain Differences in the Relation Between Adolescents’ Fixed Mindsets and Motivation

Journal of youth and adolescence, 2021-01, Vol.50 (1), p.177-188

2021

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Not stupid, but lazy? Psychological benefits of disruptive classroom behavior from an attributional perspective

Social psychology of education, 2020-07, Vol.23 (3), p.583-613

2020

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When Gender Stereotypes Get Male Adolescents into Trouble: A Longitudinal Study on Gender Conformity Pressure as a Predictor of School Misconduct

Sex roles, 2021, Vol.84 (1-2), p.61-75

2021

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Exploring the Nature of Teachers' Math-Gender Stereotypes: The Math-Gender Misconception Questionnaire

Frontiers in psychology, 2022-04, Vol.13, p.820254-820254

2022

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Do Teachers' Beliefs About Math Aptitude and Brilliance Explain Gender Differences in Children's Math Ability Self-Concept?

Frontiers in education (Lausanne), 2019-05, Vol.4

2019

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Teachers' beliefs about the determinants of student achievement predict job satisfaction and stress

Teaching and teacher education, 2019-11, Vol.86, p.102926, Article 102926

Heyder, Anke

2019

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Boys Don’t Work? On the Psychological Benefits of Showing Low Effort in High School

Sex roles, 2017-07, Vol.77 (1-2), p.72-85

2017

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Is School Feminine? Implicit Gender Stereotyping of School as a Predictor of Academic Achievement

Sex roles, 2013-12, Vol.69 (11-12), p.605-617

2013

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A 14-Week Intervention Study on Changing Preservice Teachers’ Psychological Perspectives on Inclusion: Explicit and Implicit Attitudes, Self-Efficacy, and Stress Perception Toward Inclusion

Frontiers in education (Lausanne), 2020-02, Vol.5

2020

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Empirische Arbeit: Die Erfassung von Wissen über verschiedene Diversitätsbereiche im Kontext einer inklusionsorientierten Lehrkräftebildung

Psychologie in Erziehung und Unterricht, 2022-09, Vol.69 (4), p.292-304

2022

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Teachers’ belief that math requires innate ability predicts lower intrinsic motivation among low-achieving students

Learning and instruction, 2020-02, Vol.65, p.101220, Article 101220

2020

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Mehr als Erwartungen und Werte: Zur Rolle von Stereotypen für den differenziellen Schulerfolg von Mädchen und Jungen

Heyder, Anke

2015

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Die Wertschätzung schulischer Anstrengung als Mediator von Geschlechtsunterschieden in Noten. Eine fächerspezifische Analyse

Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 2017-04, Vol.49 (2), p.86-97

2017

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Reflecting on their mission increases preservice teachers’ growth mindsets

Learning and instruction, 2023-08, Vol.86, p.101770, Article 101770

2023

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Do teachers equate male and masculine with lower academic engagement? How students’ gender enactment triggers gender stereotypes at school

Social psychology of education, 2015-09, Vol.18 (3), p.467-485

2015

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Teachers' aptitude beliefs as a predictor of helplessness in low-achieving students: Commonalities and differences between academic domains

Learning and individual differences, 2018-02, Vol.62, p.118-127

2018

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Links between teachers’ knowledge about special educational needs and students’ social participation and academic achievement in mainstream classes

Contemporary educational psychology, 2021-10, Vol.67, p.102022, Article 102022

2021

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Explaining academic‐track boys’ underachievement in language grades: Not a lack of aptitude but students’ motivational beliefs and parents’ perceptions?

British journal of educational psychology, 2017-06, Vol.87 (2), p.205-223

2017

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Geschlechterstereotype in der Schule

Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 2019-04, Vol.51 (2), p.69-70

2019

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How are teachers' attitudes toward inclusion related to the social-emotional school experiences of students with and without special educational needs?

Learning and individual differences, 2020-01, Vol.77, p.101776, Article 101776

2020

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Positionspapier zur Lage der Pädagogischen Psychologie in Forschung und Lehre

Psychologische Rundschau, 2019-04, Vol.70 (2), p.109-118

2019

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Changing attitudes to inclusion in preservice teacher education: a systematic review

Backlash Against Women and Support for Men? On the Perception of Men and Women Researchers in Gender Stereotype-Inconsistent Domains

Gender achievement gaps: the role of social costs to trying hard in high school

School-Related and Individual Predictors of Subjective Well-Being and Academic Achievement

Only a Burden for Females in Math? Gender and Domain Differences in the Relation Between Adolescents’ Fixed Mindsets and Motivation

Not stupid, but lazy? Psychological benefits of disruptive classroom behavior from an attributional perspective

When Gender Stereotypes Get Male Adolescents into Trouble: A Longitudinal Study on Gender Conformity Pressure as a Predictor of School Misconduct

Exploring the Nature of Teachers' Math-Gender Stereotypes: The Math-Gender Misconception Questionnaire

Do Teachers' Beliefs About Math Aptitude and Brilliance Explain Gender Differences in Children's Math Ability Self-Concept?

Teachers' beliefs about the determinants of student achievement predict job satisfaction and stress

Boys Don’t Work? On the Psychological Benefits of Showing Low Effort in High School

Is School Feminine? Implicit Gender Stereotyping of School as a Predictor of Academic Achievement

A 14-Week Intervention Study on Changing Preservice Teachers’ Psychological Perspectives on Inclusion: Explicit and Implicit Attitudes, Self-Efficacy, and Stress Perception Toward Inclusion

Empirische Arbeit: Die Erfassung von Wissen über verschiedene Diversitätsbereiche im Kontext einer inklusionsorientierten Lehrkräftebildung

Teachers’ belief that math requires innate ability predicts lower intrinsic motivation among low-achieving students

Mehr als Erwartungen und Werte: Zur Rolle von Stereotypen für den differenziellen Schulerfolg von Mädchen und Jungen

Die Wertschätzung schulischer Anstrengung als Mediator von Geschlechtsunterschieden in Noten. Eine fächerspezifische Analyse

Reflecting on their mission increases preservice teachers’ growth mindsets

Do teachers equate male and masculine with lower academic engagement? How students’ gender enactment triggers gender stereotypes at school

Teachers' aptitude beliefs as a predictor of helplessness in low-achieving students: Commonalities and differences between academic domains

Links between teachers’ knowledge about special educational needs and students’ social participation and academic achievement in mainstream classes

Explaining academic‐track boys’ underachievement in language grades: Not a lack of aptitude but students’ motivational beliefs and parents’ perceptions?

Geschlechterstereotype in der Schule

How are teachers' attitudes toward inclusion related to the social-emotional school experiences of students with and without special educational needs?

Positionspapier zur Lage der Pädagogischen Psychologie in Forschung und Lehre

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