Anke Heyder
Biographic Data
| ID | 2747780 |
|---|---|
| NAME | Anke Heyder |
| GIVEN NAMES | Anke |
| FAMILY NAME | Heyder |
| SIGNATURE | HEYDER A |
| AFFILIATIONS | Ruhr University Bochum |
| ORCID | 0000-0002-1578-4894 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 93 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Experimental evidence on the effects of preservice teachers’ growth and fixed mindsets on teaching self-efficacy and anticipated instructional practices
Aims Growth versus fixed mindsets refer to beliefs about the malleability ( growth mindset ) or stability ( fixed mindset ) of individual characteristics. While prior research has focused on students' mindsets, experimental studies targeting teachers' mindsets about student abilities are scarce. We investigated the effects of a brief growth-mindset intervention on preservice teachers' school career counseling, expectations, anticipated teaching s…
Teachers’ knowledge and misconceptions about diversity: Correlations with personal contact, attitudes, self‐efficacy and instructional practices
This study investigated in‐service teachers' knowledge about learner diversity and its relation to other teacher‐related factors, guided by the COACTIV model of professional competence. We expected knowledge differences depending on prior learning opportunities, positive associations with attitudes towards inclusion, teaching self‐efficacy for inclusive education and mastery‐oriented practices, and negative associations with performance‐oriented …
Functional and dysfunctional digital media use: Comparing adolescents’, parents’, and teachers’ perspectives
Empirical research has studied extensively what type of digital media use benefits or threatens children’s and adolescents’ well-being. To use digital media in a functional way, children and adolescents need this knowledge. Here we assessed in three online surveys how adolescents aged 14–18 years ( N = 710), parents of adolescents ( N = 289), and secondary school teachers ( N = 278) from Germany differing in demographics conceptualize a digital m…
The Digital Media-use Effects (d-MUsE) Model: A comprehensive framework for exploring/studying functional and dysfunctional effects on adolescent wellbeing
Teachers’ awareness of math-gender stereotype-reinforcing behaviors in the classroom: A Video Experiment
The stereotype of math being male-typed prevails among most Western societies. This math-gender stereotype is associated with math-gender misconceptions, which are scientifically incorrect specific theories about girls’ math abilities (e.g., girls inherently think less systematically and thus have less math ability than boys). Teachers may contribute to the dissemination of the math-gender stereotype via their behaviors (e.g., choice of stereotyp…
Detrimental effects of instructors’ fixed mindsets on students’ anticipated motivation and emotions in secondary and higher education
Experimental evidence of effects of instructors’ growth or fixed mindsets has so far been provided only by studies on U.S. university students. Research outside the US and on primary and secondary school students has relied on correlational data. In two preregistered vignette experiments with secondary school and university students in Germany ( N = 214 in total), we therefore tested for effects of fictitious instructors’ growth and fixed mindset…
Backlash Against Women and Support for Men? On the Perception of Men and Women Researchers in Gender Stereotype-Inconsistent Domains
Even in academic fields dominated by women students (e.g., educational research), academic careers are characterized by vertical gender segregation in favor of men. This clashes with the public understanding of educational research as a women's domain that is more strongly associated with warmth (a stereotypically feminine trait) than competence (a stereotypically masculine trait), as revealed in our first study. We thus conducted an experimental…
Only a Burden for Females in Math? Gender and Domain Differences in the Relation Between Adolescents’ Fixed Mindsets and Motivation
Gendered occupational and educational choices have often been traced back to gender differences in students’ domain-specific ability self-concept and intrinsic motivation. This study explored the role of believing in an “innate” math or language arts ability (i.e., having a fixed mindset) for gender differences in students’ ability self-concept and intrinsic motivation in 423 female (49%) and 447 male (51%) tenth graders from Germany (age M = 16.…
A 14-Week Intervention Study on Changing Preservice Teachers’ Psychological Perspectives on Inclusion: Explicit and Implicit Attitudes, Self-Efficacy, and Stress Perception Toward Inclusion
Research has indicated the importance of preservice teacher education programs that focus on fostering positive psychological aspects relevant to teaching in inclusive settings, such as attitudes or self-efficacy. Previous research lacks theoretical underpinning and is limited because of methodological characteristics of the studies (e.g., no control group). Thus, in a quasi-experimental design the current study aimed to investigate the effects o…
Gender achievement gaps: The role of social costs to trying hard in high school
In American high schools female students put greater effort into school and outperform boys on indicators of academic success. Using data from the High School Longitudinal Study of 2009, we found female students’ greater academic effort and achievement was partly explained by different social incentives to trying hard in school experienced by male and female students. Males were 1.75 times as likely to report they would be unpopular for trying ha…
Not stupid, but lazy? Psychological benefits of disruptive classroom behavior from an attributional perspective
Disruptive student behavior is a frequent part of school life, most often shown by male students and related to many negative academic outcomes. In this study, we examined the psychological benefits of engaging in disruptive behavior for low-achieving students from an attributional perspective. In an experimental vignette study of 178 ninth graders from Germany, we tested whether the students’ ratings of a target student who displayed disruptive …
When Gender Stereotypes Get Male Adolescents into Trouble: A Longitudinal Study on Gender Conformity Pressure as a Predictor of School Misconduct
School misconduct is a threat to educational careers and learning. The present study sheds light on why male adolescents in particular are prone to school misconduct. Qualitative research has argued that male adolescents’ construction of masculinity is a factor driving their school misbehavior. We examined the role of felt pressure to conform to gender stereotypes in predicting school misconduct among male and female adolescents. Data were provid…
Teachers' beliefs about the determinants of student achievement predict job satisfaction and stress
Explaining academic-track boys' underachievement in language grades: Not a lack of aptitude but students' motivational beliefs and parents' perceptions
BackgroundBoys earn lower grades in languages than girls. The expectancy-value model by Eccles et al. (, A series of books in psychology. Achievement and achievement motives. Psychological and sociological approaches, W.H. Freeman, San Francisco, CA, 76) is a comprehensive theoretical model for explaining gender differences in educational outcomes. In the past, most studies have focused on girls' disadvantage in math and science and on the role o…
Boys Don’t Work? On the Psychological Benefits of Showing Low Effort in High School
Do teachers equate male and masculine with lower academic engagement? How students’ gender enactment triggers gender stereotypes at school
Is School Feminine? Implicit Gender Stereotyping of School as a Predictor of Academic Achievement
Is School Feminine? Implicit Gender Stereotyping of School as a Predictor of Academic Achievement
Boys Don’t Work? On the Psychological Benefits of Showing Low Effort in High School
Do teachers equate male and masculine with lower academic engagement? How students’ gender enactment triggers gender stereotypes at school
When Gender Stereotypes Get Male Adolescents into Trouble: A Longitudinal Study on Gender Conformity Pressure as a Predictor of School Misconduct
School misconduct is a threat to educational careers and learning. The present study sheds light on why male adolescents in particular are prone to school misconduct. Qualitative research has argued that male adolescents’ construction of masculinity is a factor driving their school misbehavior. We examined the role of felt pressure to conform to gender stereotypes in predicting school misconduct among male and female adolescents. Data were provid…
Explaining academic-track boys' underachievement in language grades: Not a lack of aptitude but students' motivational beliefs and parents' perceptions
BackgroundBoys earn lower grades in languages than girls. The expectancy-value model by Eccles et al. (, A series of books in psychology. Achievement and achievement motives. Psychological and sociological approaches, W.H. Freeman, San Francisco, CA, 76) is a comprehensive theoretical model for explaining gender differences in educational outcomes. In the past, most studies have focused on girls' disadvantage in math and science and on the role o…
Only a Burden for Females in Math? Gender and Domain Differences in the Relation Between Adolescents’ Fixed Mindsets and Motivation
Gendered occupational and educational choices have often been traced back to gender differences in students’ domain-specific ability self-concept and intrinsic motivation. This study explored the role of believing in an “innate” math or language arts ability (i.e., having a fixed mindset) for gender differences in students’ ability self-concept and intrinsic motivation in 423 female (49%) and 447 male (51%) tenth graders from Germany (age M = 16.…
Not stupid, but lazy? Psychological benefits of disruptive classroom behavior from an attributional perspective
Disruptive student behavior is a frequent part of school life, most often shown by male students and related to many negative academic outcomes. In this study, we examined the psychological benefits of engaging in disruptive behavior for low-achieving students from an attributional perspective. In an experimental vignette study of 178 ninth graders from Germany, we tested whether the students’ ratings of a target student who displayed disruptive …
Backlash Against Women and Support for Men? On the Perception of Men and Women Researchers in Gender Stereotype-Inconsistent Domains
Even in academic fields dominated by women students (e.g., educational research), academic careers are characterized by vertical gender segregation in favor of men. This clashes with the public understanding of educational research as a women's domain that is more strongly associated with warmth (a stereotypically feminine trait) than competence (a stereotypically masculine trait), as revealed in our first study. We thus conducted an experimental…
Gender achievement gaps: The role of social costs to trying hard in high school
In American high schools female students put greater effort into school and outperform boys on indicators of academic success. Using data from the High School Longitudinal Study of 2009, we found female students’ greater academic effort and achievement was partly explained by different social incentives to trying hard in school experienced by male and female students. Males were 1.75 times as likely to report they would be unpopular for trying ha…
Teachers' beliefs about the determinants of student achievement predict job satisfaction and stress
Is School Feminine? Implicit Gender Stereotyping of School as a Predictor of Academic Achievement
Do teachers equate male and masculine with lower academic engagement? How students’ gender enactment triggers gender stereotypes at school
Boys Don’t Work? On the Psychological Benefits of Showing Low Effort in High School
Explaining academic-track boys' underachievement in language grades: Not a lack of aptitude but students' motivational beliefs and parents' perceptions
BackgroundBoys earn lower grades in languages than girls. The expectancy-value model by Eccles et al. (, A series of books in psychology. Achievement and achievement motives. Psychological and sociological approaches, W.H. Freeman, San Francisco, CA, 76) is a comprehensive theoretical model for explaining gender differences in educational outcomes. In the past, most studies have focused on girls' disadvantage in math and science and on the role o…
Teachers' beliefs about the determinants of student achievement predict job satisfaction and stress
A 14-Week Intervention Study on Changing Preservice Teachers’ Psychological Perspectives on Inclusion: Explicit and Implicit Attitudes, Self-Efficacy, and Stress Perception Toward Inclusion
Research has indicated the importance of preservice teacher education programs that focus on fostering positive psychological aspects relevant to teaching in inclusive settings, such as attitudes or self-efficacy. Previous research lacks theoretical underpinning and is limited because of methodological characteristics of the studies (e.g., no control group). Thus, in a quasi-experimental design the current study aimed to investigate the effects o…
Gender achievement gaps: The role of social costs to trying hard in high school
In American high schools female students put greater effort into school and outperform boys on indicators of academic success. Using data from the High School Longitudinal Study of 2009, we found female students’ greater academic effort and achievement was partly explained by different social incentives to trying hard in school experienced by male and female students. Males were 1.75 times as likely to report they would be unpopular for trying ha…
Not stupid, but lazy? Psychological benefits of disruptive classroom behavior from an attributional perspective
Disruptive student behavior is a frequent part of school life, most often shown by male students and related to many negative academic outcomes. In this study, we examined the psychological benefits of engaging in disruptive behavior for low-achieving students from an attributional perspective. In an experimental vignette study of 178 ninth graders from Germany, we tested whether the students’ ratings of a target student who displayed disruptive …
When Gender Stereotypes Get Male Adolescents into Trouble: A Longitudinal Study on Gender Conformity Pressure as a Predictor of School Misconduct
School misconduct is a threat to educational careers and learning. The present study sheds light on why male adolescents in particular are prone to school misconduct. Qualitative research has argued that male adolescents’ construction of masculinity is a factor driving their school misbehavior. We examined the role of felt pressure to conform to gender stereotypes in predicting school misconduct among male and female adolescents. Data were provid…
Only a Burden for Females in Math? Gender and Domain Differences in the Relation Between Adolescents’ Fixed Mindsets and Motivation
Gendered occupational and educational choices have often been traced back to gender differences in students’ domain-specific ability self-concept and intrinsic motivation. This study explored the role of believing in an “innate” math or language arts ability (i.e., having a fixed mindset) for gender differences in students’ ability self-concept and intrinsic motivation in 423 female (49%) and 447 male (51%) tenth graders from Germany (age M = 16.…
Backlash Against Women and Support for Men? On the Perception of Men and Women Researchers in Gender Stereotype-Inconsistent Domains
Even in academic fields dominated by women students (e.g., educational research), academic careers are characterized by vertical gender segregation in favor of men. This clashes with the public understanding of educational research as a women's domain that is more strongly associated with warmth (a stereotypically feminine trait) than competence (a stereotypically masculine trait), as revealed in our first study. We thus conducted an experimental…
The Digital Media-use Effects (d-MUsE) Model: A comprehensive framework for exploring/studying functional and dysfunctional effects on adolescent wellbeing
Teachers’ awareness of math-gender stereotype-reinforcing behaviors in the classroom: A Video Experiment
The stereotype of math being male-typed prevails among most Western societies. This math-gender stereotype is associated with math-gender misconceptions, which are scientifically incorrect specific theories about girls’ math abilities (e.g., girls inherently think less systematically and thus have less math ability than boys). Teachers may contribute to the dissemination of the math-gender stereotype via their behaviors (e.g., choice of stereotyp…
Detrimental effects of instructors’ fixed mindsets on students’ anticipated motivation and emotions in secondary and higher education
Experimental evidence of effects of instructors’ growth or fixed mindsets has so far been provided only by studies on U.S. university students. Research outside the US and on primary and secondary school students has relied on correlational data. In two preregistered vignette experiments with secondary school and university students in Germany ( N = 214 in total), we therefore tested for effects of fictitious instructors’ growth and fixed mindset…
Experimental evidence on the effects of preservice teachers’ growth and fixed mindsets on teaching self-efficacy and anticipated instructional practices
Aims Growth versus fixed mindsets refer to beliefs about the malleability ( growth mindset ) or stability ( fixed mindset ) of individual characteristics. While prior research has focused on students' mindsets, experimental studies targeting teachers' mindsets about student abilities are scarce. We investigated the effects of a brief growth-mindset intervention on preservice teachers' school career counseling, expectations, anticipated teaching s…
Teachers’ knowledge and misconceptions about diversity: Correlations with personal contact, attitudes, self‐efficacy and instructional practices
This study investigated in‐service teachers' knowledge about learner diversity and its relation to other teacher‐related factors, guided by the COACTIV model of professional competence. We expected knowledge differences depending on prior learning opportunities, positive associations with attitudes towards inclusion, teaching self‐efficacy for inclusive education and mastery‐oriented practices, and negative associations with performance‐oriented …
Functional and dysfunctional digital media use: Comparing adolescents’, parents’, and teachers’ perspectives
Empirical research has studied extensively what type of digital media use benefits or threatens children’s and adolescents’ well-being. To use digital media in a functional way, children and adolescents need this knowledge. Here we assessed in three online surveys how adolescents aged 14–18 years ( N = 710), parents of adolescents ( N = 289), and secondary school teachers ( N = 278) from Germany differing in demographics conceptualize a digital m…
Psychology (13 works) · Social Psychology (13 works) · Developmental psychology (11 works) · Social Psychology (10 works) · Education, Achievement, and Giftedness (9 works) · Academic achievement (5 works) · Motivation and Self-Concept in Sports (5 works) · Sociology of Education (5 works) · Gender Roles and Identity Studies (4 works) · Pedagogy (4 works)