Lysann Zander
Biographic Data
| ID | 4268263 |
|---|---|
| NAME | Lysann Zander |
| GIVEN NAMES | Lysann |
| FAMILY NAME | Zander |
| SIGNATURE | ZANDER L |
| AFFILIATIONS | Leibniz University Hannover |
| ORCID | 0000-0001-7075-3436 |
| VERIFIED | Yes |
| TOTAL WORKS | 17 |
| TOTAL CITATIONS | 29 |
| AUTHOR COUNT | 17 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2005 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Seeking or receiving help: Implications for recipient sense of control, evaluations of the helper and of the helper’s group
The goal of the present research was to expand on previous work on the dynamics of intergroup helping. Specifically, the present research investigated the responses of Israeli-Arab high school students (Study 1) and Israeli-Arab adults (Study 2) to a scenario in which an Israeli-Arab person receives assistance from an Israeli-Jewish individual. In Study 2, these responses were also compared to assistance from an ingroup member (i.e., an Israeli-A…
Burning out, fading away, and the sophomore slump: Critics’ versus fans’ ratings of music artists’ album quality over time
Folk psychology posits that music artists’ first albums are considered their best, whereas later albums draw fewer accolades, and that artists’ second albums are considered worse than their first—a phenomenon called the “sophomore slump.” This work is the first large-scale multi-study attempt to test changes in album quality over time and whether a sophomore slump bias exists. Study 1 examined music critics, sampling all A, B, and C entries from …
Children’s Social-Emotional Development During the Covid-19 Pandemic: Protective Effects of the Quality of Children’s Home and Preschool Learning Environments
Research Findings: The study examined the development of children’s social-emotional problems between 2019 (T1) and winter 2021/22 (T2) during the COVID-19 pandemic, as well as the role of children’s home and preschool learning environments. The sample included 228 German children ages 3–7 years at T1 (MAge = 5.13, SD = 0.79, 46% female). Results showed an increase in emotional problems between T1 and T2, which was more pronounced among already d…
Stereotype threat in learning situations? An investigation among language minority students
Stereotype threat (ST) is a potential explanation for inequalities in language competencies observed between students from different language backgrounds. Language competencies are an important prerequisite for educational success, wherefore the significance for investigation arises. While ST effects on achievement are empirically well documented, little is known about whether ST also impairs learning. Thus, we investigated vocabulary learning in…
Does an immigrant teacher help immigrant students cope with negative stereotypes? Preservice teachers' and school students' perceptions of teacher bias and motivational support, as well as stereotype …
Can immigrant school students profit from an immigrant teacher sharing their minority background? We investigate preservice teachers' (Study 1; M age = 26.29 years; 75.2% female) and school students' (Study 2; M age = 14.88 years; 49.9% female) perceptions of a teacher as well as immigrant school students' learning gains (Study 2) by comparing four experimental video conditions in which a female teacher with a Turkish or German name instructs sch…
How do others think about my group? Adolescents’ meta-stereotypes about Turkish- and German-origin students’ subject-related German and general school competence
In Germany, Turkish-origin students face negative competence-related stereotypes held by different groups in society, including teachers at school. While a large body of research has examined stereotypes (i.e., other-stereotypes ) about immigrant students, little is known about their own competence-related meta-stereotypes , i.e., beliefs regarding the other-stereotypes that outgroup peers hold about them. The present study addresses this researc…
Perceived Stress, Individual Psychological Resources, and Social Resources Among Computer Science Students During the Covid-19 Pandemic
Due to the COVID-19 pandemic, university students worldwide have experienced drastic changes in their academic and social lives, with the rapid shift to online courses and contact restrictions being reported among the major stressors. In the present study, we aimed at examining students’ perceived stress over the course of the pandemic as well as individual psychological and social coping resources within the theoretical framework of the Transact…
Can I dismiss the stereotype – as my teacher did? Influence of stereotype activation and an immigrant teacher on student learning
Lower vocabulary in German is repeatedly reported for students with Turkish migration background attending school in Germany. We investigated whether in students of Turkish descent (a) learning vocabulary is impaired when the teacher activates the negative stereotype that students with Turkish family language learn less well and (b) whether a Turkish-origin teacher, as an ingroup expert model, can mitigate negative effects of the activation of th…
Growing Together —Effects of a school‐based intervention promoting positive self‐beliefs and social integration in recently immigrated children
We present a school‐based intervention geared to foster the social integration of recently immigrated (RI) primary school children by creating repeated positive contact situations with classmates brought up in the receiving society. Coaches encouraged groups of tandems, consisting of one RI and one child brought up in Germany each, to engage in cooperative activities designed to strengthen positive self‐beliefs and perception of equal status. In …
Visualizing Gendered Representations of Male and Female Teachers Using a Reverse Correlation Paradigm
Stereotypically, men are expected to outperform women in science, technology, engineering, and mathematics (STEM) domains, and women to outperform men in language. We conceptually replicated this association using reverse correlation tasks. Without available gender information, participants generated male images of physics teachers and female images of language teachers (Studies 1 and 3). Personal endorsement of respective ability stereotypes inc…
Dancing is belonging! How social networks mediate the effect of a dance intervention on students' sense of belonging to their classroom
What does it take to feel you belong? Using a sample of 606 students in 30 classrooms, with 15 classrooms participating in a school‐based dance intervention, we examined intrapsychic and extrapsychic sources of social belonging using social network analysis. Whereas outdegree (the number of outgoing liking nominations to classmates) served as a proxy variable for students' active acceptance of others, indegree (the number of ingoing liking nomina…
Geschlechtergerechtigkeit im Klassenzimmer
Antecedents, Consequences, and Mechanisms: On the Longitudinal Interplay Between Academic Self‐Enhancement and Psychological Adjustment
We investigated the reciprocal associations between academic self‐enhancement and key indicators of intra‐ and interpersonal adjustment as well as the role of self‐esteem as a mediator. This longitudinal study involved three assessments in a sample of 709 German children and adolescents ( M age = 11.83; 54% female) over the course of one academic year. We assessed self‐reported subjective well‐being as an indicator of intrapersonal adjustment and…
How immigrant students’ self-views at school relate to different patterns of first and second language use
Die Bedeutung der Identifikation mit der Herkunftskultur und mit der Aufnahmekultur Deutschland für die soziale Integration Jugendlicher mit Migrationshintergrund in ihrer Schulklasse
Wir untersuchen die Bedeutung verschiedener Komponenten der Identifikation mit Herkunftskultur (IHK) und Aufnahmekultur (IAK; Deutschland) für die soziale Integration Jugendlicher mit Migrationshintergrund in ihrer Schulklasse. Das Multigroup Ethnic Identity Measure ( Phinney, 1992 ) wurde zur Erfassung der IHK ins Deutsche übertragen und durch eine analoge Skala zur Erfassung der IAK ergänzt. Es zeigte sich eine einfaktorielle Struktur für IHK u…
How immigrant adolescents' self‐views in school and family context relate to academic success in G ermany
Immigrants' sense of self can be derived both from being members of their ethnic in‐group and their country of residence. We examined how the ways in which immigrant adolescents integrate these self‐views in relation to academic success in German schools. Students describe themselves at school and when with family. Using a standardized literacy performance test, analyses revealed that immigrants whose school‐related self‐view did not include G er…
Understanding the Relationship Between Egalitarianism and Affective Bias: Avenues to Reducing Prejudice Among Adolescents
In an era during which affirmative action in education is in jeopardy, it is important to understand how the ideologies of high‐status ethnic group members maintain (or reduce) social inequality. We examine the extent to which the relationship between egalitarianism and prejudice among European American and Asian American adolescents can be explained by outgroup orientation (i.e., how much one values interacting with members of other ethnic group…
How immigrant adolescents' self‐views in school and family context relate to academic success in G ermany
Immigrants' sense of self can be derived both from being members of their ethnic in‐group and their country of residence. We examined how the ways in which immigrant adolescents integrate these self‐views in relation to academic success in German schools. Students describe themselves at school and when with family. Using a standardized literacy performance test, analyses revealed that immigrants whose school‐related self‐view did not include G er…
Die Bedeutung der Identifikation mit der Herkunftskultur und mit der Aufnahmekultur Deutschland für die soziale Integration Jugendlicher mit Migrationshintergrund in ihrer Schulklasse
Wir untersuchen die Bedeutung verschiedener Komponenten der Identifikation mit Herkunftskultur (IHK) und Aufnahmekultur (IAK; Deutschland) für die soziale Integration Jugendlicher mit Migrationshintergrund in ihrer Schulklasse. Das Multigroup Ethnic Identity Measure ( Phinney, 1992 ) wurde zur Erfassung der IHK ins Deutsche übertragen und durch eine analoge Skala zur Erfassung der IAK ergänzt. Es zeigte sich eine einfaktorielle Struktur für IHK u…
Visualizing Gendered Representations of Male and Female Teachers Using a Reverse Correlation Paradigm
Stereotypically, men are expected to outperform women in science, technology, engineering, and mathematics (STEM) domains, and women to outperform men in language. We conceptually replicated this association using reverse correlation tasks. Without available gender information, participants generated male images of physics teachers and female images of language teachers (Studies 1 and 3). Personal endorsement of respective ability stereotypes inc…
Understanding the Relationship Between Egalitarianism and Affective Bias: Avenues to Reducing Prejudice Among Adolescents
In an era during which affirmative action in education is in jeopardy, it is important to understand how the ideologies of high‐status ethnic group members maintain (or reduce) social inequality. We examine the extent to which the relationship between egalitarianism and prejudice among European American and Asian American adolescents can be explained by outgroup orientation (i.e., how much one values interacting with members of other ethnic group…
Can I dismiss the stereotype – as my teacher did? Influence of stereotype activation and an immigrant teacher on student learning
Lower vocabulary in German is repeatedly reported for students with Turkish migration background attending school in Germany. We investigated whether in students of Turkish descent (a) learning vocabulary is impaired when the teacher activates the negative stereotype that students with Turkish family language learn less well and (b) whether a Turkish-origin teacher, as an ingroup expert model, can mitigate negative effects of the activation of th…
Dancing is belonging! How social networks mediate the effect of a dance intervention on students' sense of belonging to their classroom
What does it take to feel you belong? Using a sample of 606 students in 30 classrooms, with 15 classrooms participating in a school‐based dance intervention, we examined intrapsychic and extrapsychic sources of social belonging using social network analysis. Whereas outdegree (the number of outgoing liking nominations to classmates) served as a proxy variable for students' active acceptance of others, indegree (the number of ingoing liking nomina…
How immigrant students’ self-views at school relate to different patterns of first and second language use
Understanding the Relationship Between Egalitarianism and Affective Bias: Avenues to Reducing Prejudice Among Adolescents
In an era during which affirmative action in education is in jeopardy, it is important to understand how the ideologies of high‐status ethnic group members maintain (or reduce) social inequality. We examine the extent to which the relationship between egalitarianism and prejudice among European American and Asian American adolescents can be explained by outgroup orientation (i.e., how much one values interacting with members of other ethnic group…
Die Bedeutung der Identifikation mit der Herkunftskultur und mit der Aufnahmekultur Deutschland für die soziale Integration Jugendlicher mit Migrationshintergrund in ihrer Schulklasse
Wir untersuchen die Bedeutung verschiedener Komponenten der Identifikation mit Herkunftskultur (IHK) und Aufnahmekultur (IAK; Deutschland) für die soziale Integration Jugendlicher mit Migrationshintergrund in ihrer Schulklasse. Das Multigroup Ethnic Identity Measure ( Phinney, 1992 ) wurde zur Erfassung der IHK ins Deutsche übertragen und durch eine analoge Skala zur Erfassung der IAK ergänzt. Es zeigte sich eine einfaktorielle Struktur für IHK u…
How immigrant adolescents' self‐views in school and family context relate to academic success in G ermany
Immigrants' sense of self can be derived both from being members of their ethnic in‐group and their country of residence. We examined how the ways in which immigrant adolescents integrate these self‐views in relation to academic success in German schools. Students describe themselves at school and when with family. Using a standardized literacy performance test, analyses revealed that immigrants whose school‐related self‐view did not include G er…
How immigrant students’ self-views at school relate to different patterns of first and second language use
Antecedents, Consequences, and Mechanisms: On the Longitudinal Interplay Between Academic Self‐Enhancement and Psychological Adjustment
We investigated the reciprocal associations between academic self‐enhancement and key indicators of intra‐ and interpersonal adjustment as well as the role of self‐esteem as a mediator. This longitudinal study involved three assessments in a sample of 709 German children and adolescents ( M age = 11.83; 54% female) over the course of one academic year. We assessed self‐reported subjective well‐being as an indicator of intrapersonal adjustment and…
Geschlechtergerechtigkeit im Klassenzimmer
Dancing is belonging! How social networks mediate the effect of a dance intervention on students' sense of belonging to their classroom
What does it take to feel you belong? Using a sample of 606 students in 30 classrooms, with 15 classrooms participating in a school‐based dance intervention, we examined intrapsychic and extrapsychic sources of social belonging using social network analysis. Whereas outdegree (the number of outgoing liking nominations to classmates) served as a proxy variable for students' active acceptance of others, indegree (the number of ingoing liking nomina…
Visualizing Gendered Representations of Male and Female Teachers Using a Reverse Correlation Paradigm
Stereotypically, men are expected to outperform women in science, technology, engineering, and mathematics (STEM) domains, and women to outperform men in language. We conceptually replicated this association using reverse correlation tasks. Without available gender information, participants generated male images of physics teachers and female images of language teachers (Studies 1 and 3). Personal endorsement of respective ability stereotypes inc…
Growing Together —Effects of a school‐based intervention promoting positive self‐beliefs and social integration in recently immigrated children
We present a school‐based intervention geared to foster the social integration of recently immigrated (RI) primary school children by creating repeated positive contact situations with classmates brought up in the receiving society. Coaches encouraged groups of tandems, consisting of one RI and one child brought up in Germany each, to engage in cooperative activities designed to strengthen positive self‐beliefs and perception of equal status. In …
Perceived Stress, Individual Psychological Resources, and Social Resources Among Computer Science Students During the Covid-19 Pandemic
Due to the COVID-19 pandemic, university students worldwide have experienced drastic changes in their academic and social lives, with the rapid shift to online courses and contact restrictions being reported among the major stressors. In the present study, we aimed at examining students’ perceived stress over the course of the pandemic as well as individual psychological and social coping resources within the theoretical framework of the Transact…
Can I dismiss the stereotype – as my teacher did? Influence of stereotype activation and an immigrant teacher on student learning
Lower vocabulary in German is repeatedly reported for students with Turkish migration background attending school in Germany. We investigated whether in students of Turkish descent (a) learning vocabulary is impaired when the teacher activates the negative stereotype that students with Turkish family language learn less well and (b) whether a Turkish-origin teacher, as an ingroup expert model, can mitigate negative effects of the activation of th…
Stereotype threat in learning situations? An investigation among language minority students
Stereotype threat (ST) is a potential explanation for inequalities in language competencies observed between students from different language backgrounds. Language competencies are an important prerequisite for educational success, wherefore the significance for investigation arises. While ST effects on achievement are empirically well documented, little is known about whether ST also impairs learning. Thus, we investigated vocabulary learning in…
Does an immigrant teacher help immigrant students cope with negative stereotypes? Preservice teachers' and school students' perceptions of teacher bias and motivational support, as well as stereotype …
Can immigrant school students profit from an immigrant teacher sharing their minority background? We investigate preservice teachers' (Study 1; M age = 26.29 years; 75.2% female) and school students' (Study 2; M age = 14.88 years; 49.9% female) perceptions of a teacher as well as immigrant school students' learning gains (Study 2) by comparing four experimental video conditions in which a female teacher with a Turkish or German name instructs sch…
How do others think about my group? Adolescents’ meta-stereotypes about Turkish- and German-origin students’ subject-related German and general school competence
In Germany, Turkish-origin students face negative competence-related stereotypes held by different groups in society, including teachers at school. While a large body of research has examined stereotypes (i.e., other-stereotypes ) about immigrant students, little is known about their own competence-related meta-stereotypes , i.e., beliefs regarding the other-stereotypes that outgroup peers hold about them. The present study addresses this researc…
Children’s Social-Emotional Development During the Covid-19 Pandemic: Protective Effects of the Quality of Children’s Home and Preschool Learning Environments
Research Findings: The study examined the development of children’s social-emotional problems between 2019 (T1) and winter 2021/22 (T2) during the COVID-19 pandemic, as well as the role of children’s home and preschool learning environments. The sample included 228 German children ages 3–7 years at T1 (MAge = 5.13, SD = 0.79, 46% female). Results showed an increase in emotional problems between T1 and T2, which was more pronounced among already d…
Burning out, fading away, and the sophomore slump: Critics’ versus fans’ ratings of music artists’ album quality over time
Folk psychology posits that music artists’ first albums are considered their best, whereas later albums draw fewer accolades, and that artists’ second albums are considered worse than their first—a phenomenon called the “sophomore slump.” This work is the first large-scale multi-study attempt to test changes in album quality over time and whether a sophomore slump bias exists. Study 1 examined music critics, sampling all A, B, and C entries from …
Seeking or receiving help: Implications for recipient sense of control, evaluations of the helper and of the helper’s group
The goal of the present research was to expand on previous work on the dynamics of intergroup helping. Specifically, the present research investigated the responses of Israeli-Arab high school students (Study 1) and Israeli-Arab adults (Study 2) to a scenario in which an Israeli-Arab person receives assistance from an Israeli-Jewish individual. In Study 2, these responses were also compared to assistance from an ingroup member (i.e., an Israeli-A…
Psychology (14 works) · Social and Intergroup Psychology (9 works) · Social Psychology (9 works) · Developmental psychology (8 works) · Social Psychology (6 works) · German (5 works) · Gender Studies in Language (4 works) · Perception (4 works) · Political science (4 works) · Racial and Ethnic Identity Research (4 works)