Heidrun Stoeger
Biographic Data
| ID | 4460575 |
|---|---|
| NAME | Heidrun Stoeger |
| GIVEN NAMES | Heidrun |
| FAMILY NAME | Stoeger |
| SIGNATURE | STOEGER H |
| AFFILIATIONS | University of Regensburg |
| ORCID | 0000-0002-0426-2804 |
| VERIFIED | Yes |
| TOTAL WORKS | 40 |
| TOTAL CITATIONS | 9 |
| AUTHOR COUNT | 39 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2003 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Extending STEM identity to the institutional level
A second-order meta-analysis of interventions and their effectiveness in STEMM education
Linking out-of-school online mentoring and in-school STEM clubs to support girls in STEM
Beyond IQ
There is a growing consensus that we must look beyond IQ to understand the mechanisms of talent development. Grounded in the Actiotope Model of Giftedness, this study adopts a resource-based approach and examines the incremental and interactive contributions of educational and learning capital to STEM achievement beyond IQ. Data were collected from 318 German secondary school students (grades 6–10; Mage = 12.08; 50.3% male) using domain-specific …
Recalibrating impact in STEM education
Effect sizes are central to evaluating intervention impact in STEM education, yet they are commonly interpreted using generic benchmarks such as Cohen's thresholds, which may misrepresent practical significance in this heterogeneous field. To address this problem, the present study derived empirical effect size benchmarks for interpreting intervention effects in STEM education. We conducted an umbrella review of meta-analyses on STEM education in…
From Ramsing to Rigor
Moderators are intended to clarify when, where, and for whom interventions work, yet null moderator results are often omitted from the published record. We term this practice “reporting after moderators are significant” (RAMSing) and examine its scope and consequences in STEM education meta-research. Drawing on an umbrella review of 89 meta-analyses comprising 1,786 moderator effect sizes, we found a substantial visibility gap: non-significant mo…
When Fine is Large and Gross is Small
Researchers and practitioners often emphasize the importance of fine motor skills (FiMS) and gross motor skills (GMS) for academic and cognitive development. However, no systematic review of empirical evidence has compared the associations between FiMS and GMS for key academic-cognitive domains (i.e., reading, writing, mathematics, language, general academic, and cognitive skills). A literature search in five databases identified 59 eligible corr…
Assessing current and future needs for workforce development in cellular agriculture
The production of animal proteins ex vivo using approaches in cellular agriculture has potential to meet expanding global demands for sustainable and nutritious foods. Growth in the field of cellular agriculture is reflected by the emergence of companies focused on supporting the cultivation of cell-based and acellular products from animal and microbial cell lines. Accelerating research and development in cellular agriculture requires an interdis…
Designing Resilient STEM Trajectories
STEM learning unfolds over many years. It is shaped by changing contexts, transitions, and occasional breaks. However, much of the existing work still focuses on single stages or isolated factors. This article introduces the E3 Framework. Its purpose is to provide a language for examining why some STEM trajectories endure, why others fade, and what kinds of ecological alignment allow learning to remain viable in the flow of real life. Based on a …
Horizontal and vertical occupational gender segregation in German occupational orientation textbooks
Women continue to predominate in healthcare, early education, domestic work (HEED), and service occupations, whereas men dominate in science, technology, engineering, and mathematics (STEM) and skilled trades occupations globally. Educational materials can influence adolescents’ career aspirations and play a crucial role in reinforcing or challenging occupational segregation. Although previous studies have documented gender representation in text…
Gender Representation in Heed and STEM Occupations
Gender stereotypes in educational materials can influence children’s and adolescents’ career aspirations, contributing to persistent occupational gender segregation. However, large-scale, longitudinal studies examining gender representation in stereotypical occupational domains in textbooks across different school subjects remain scarce. This study addresses this gap by analyzing the gender representation in two key occupational domains: science,…
The influence of national culture on the initiation of mentoring in a STEMM talent development program
Formalized mentorship programs are an important tool for developing qualified STEMM professionals. Despite an increasingly global STEMM workforce there is little research on how the power distance dimension of national culture may influence the initiation of mentoring relationships. This study explored differences in how mentors from cultures with different power distance orientations started their mentoring relationships with talented adolescent…
Same Classroom, Different Reality
Our study is the first exploration of students’ situational perceptions of STEM lessons based on the DIAMONDS approach. This approach postulates eight perceptual dimensions: Duty, Intellect, Adversity, Mating, pOsitivity, Negativity, Deception, and Sociality. Three research questions were investigated in a validation study involving 447 eighth graders, each based on a distinct validation strategy. (1) Convergent validation strategy: How do studen…
Analyzing Barriers to Mentee Activity in a School-Based Talent Mentoring Program
Studies on talent development show that attaining expertise relies on long-term active engagement with a domain. Mentoring plays a key role in this, but it usually takes place outside of school in informal mentoring relationships, and research on formal school-based talent development mentoring programs is lacking. In the present research, we examined which factors in a novel school-based Learning Pathway Mentoring program hinder mentees’ active …
Mapping Collaborations in STEM Education
In-school–out-of-school collaborations are increasingly recognized as a key mechanism for enriching STEM education. Guided by conceptual frameworks on boundary crossing and STEM learning ecologies, this scoping review maps and synthesizes findings from 470 studies and 469 programs published between 2014 and 2024, focusing on how such partnerships are reported, structured, and distributed across educational contexts. Approximately 73% of the progr…
Amplified social inheritance in STEM
Understanding how family environments shape adolescents’ STEM pathways is critical for designing effective educational interventions and addressing persistent equity gaps in STEM participation. We test for the existence of an amplified social inheritance effect by distinguishing families with no, one or two STEM parents based on student perception and attribute the (amplified) social inheritance effect to identification with STEM. Survey data wer…
Are Competence Beliefs or Value Beliefs More Important for STEM Career Aspirations?—Longitudinal Mediation Analyses Based on Recent Modeling Approaches Show Different Results
There is a consensus in situated expectancy-value theory research that value beliefs better predict career aspirations and choices than competence beliefs and thus should be the main target of interventions aimed to motivate youth for STEM (science, technology, engineering, math) careers. However, research on the longer-term causal effects of the two constructs and their indirect effects is missing. The latter is relevant since competence beliefs…
Cutting It Too Fine? The Factor Structure of Fine Motor Skills From Ages 5 to 10 Years
Fine motor skills (FMS) have been intensely studied in developmental contexts, with little attention to their empirical structure and developmental changes. We tested the factor structure of FMS on 5- to 10 year old children in two cohorts from 2020 to 2023, beginning in kindergarten and grade 2 and followed up 1 year later (n = 240 and 310, 49.7% female, 74.2% German). Measures assessed dexterity, graphomotor skills, and speed FMS. Exploratory f…
Introducing dynamic equity gaps
Equity gaps in education are typically associated with the disadvantage of a historically underserved group. They are usually labeled according to these groups (group labels) and/or the opportunities or outcomes (focal labels) in which they differ. However, this labeling practice favors a static understanding of equity gaps. As an alternative, we introduce the notion of dynamic equity gaps. Dynamic equity gaps are based on a labeling practice in …
The gender representation of women and men in the occupational areas of STEM and care work in German textbooks
Science, technology, engineering, and mathematics (STEM) occupations and care work occupations are highly segregated by gender. School textbooks play an essential socializing role in determining which occupations are perceived as typically male or female. Existing research on the gender representation of STEM and care work occupations in textbooks is limited in scope. Therefore, we used quantitative text analyses in a large sample of 202 current …
Fine motor skills and their link to receptive vocabulary, expressive vocabulary, and narrative language skills
A growing body of research suggests that fine motor skills (FMS) are associated with language development. In this study, we examined 76 children aged 3–6 years assessing the link between language and FMS. Specific measures included receptive and expressive vocabulary, oral narrative skills, and various fine motor tasks. Hierarchical linear regressions revealed that FMS predicted receptive and expressive vocabulary as well as oral narrative skill…
Equity Gaps in Literacy among Elementary School Students from Two Countries
Students may be members of multiple disadvantaged groups whose negative effects may reinforce each other (intersectionality). In two studies dealing with elementary students’ literacy skills, we examine one negative reinforcing effect and one dampening effect of intersectionality. In Study 1, we tested the negative social resonance effect of intersectional disadvantage, which means that disadvantages in achievement of intersecting disadvantaged g…
Getting into the university track
The few studies about whether parents’ implicit theories about ability (ITs) predict their children’s academic success and relevant parental behavior have produced mixed results. In response, research suggested that parents’ ITs might be more important in contexts that make children’s intellectual potential salient. Therefore, we investigated the role of parents’ ITs in such a situation: After fourth grade in Bavaria, Germany, students are tracke…
Unlocking the transformative power of mentoring for youth development in communities, schools, and talent domains
Mentoring is a highly individualized educational measure that can support youth development in communities, schools, and talent domains. Depending on the target population, goals, structure, and medium, mentoring for youths can differ considerably. This article first reviews the main types of mentoring programs and practices for youth development in communities, schools, and talent domains. Despite the popularity of mentoring programs, many progr…
Dropping out of an online mentoring program for girls in STEM
Premature closure of mentoring relationships decreases positive effects of mentoring or can even lead to negative effects for mentees. Past studies retrospectively investigated mechanisms of premature match closure. However, a deeper understanding of the dynamics that lead to premature match closure is still missing. In our study, we longitudinally examined the preprogram characteristics, program adherence, as well as program communication and ne…
How primary school teachers' attitudes towards self-regulated learning (SRL) influence instructional behavior and training implementation in classrooms
Children’s fine motor skills in kindergarten predict reading in grade 1
Dropping out of an online mentoring program for girls in STEM
Premature closure of mentoring relationships decreases positive effects of mentoring or can even lead to negative effects for mentees. Past studies retrospectively investigated mechanisms of premature match closure. However, a deeper understanding of the dynamics that lead to premature match closure is still missing. In our study, we longitudinally examined the preprogram characteristics, program adherence, as well as program communication and ne…
Modeling social, dimensional, and temporal comparisons in self-concept development with the random intercept cross-lagged panel model
In recent years, discussion of the limitations of the standard cross-lagged panel model (CLPM) has increased, and the random intercept cross-lagged panel model (RI-CLPM) has been proposed as an improved approach to modeling. By now, there are some first applications of the model to investigate reciprocal relations in self-concept development. However, a methodological-substantive integration of the model in the context of the three major comparis…
Identification of Underachievement
Parents, teachers and students are close to irreplaceable as diagnostic sources in the identification of gifted students. The relevant research literature has, however, expressed skepticism concerning the accuracy of such assessments, in particular with regard to the recognition of underachievers. In an empirical investigation, a comparison was made between assessments made by parents, teachers and the students themselves and the results of an in…
Differential Effects of Motivational Orientation on Self-Confidence and Helplessness among High Achievers and Underachievers
In the literature a learning goal orientation is considered to be adaptive in achievement contexts, an avoidance goal orientation as maladaptive and an approach orientation has led to mixed results. In this article, arguments will be presented as to why these general findings cannot be transferred to gifted students. In an empirical study it could be demonstrated that among gifted underachieving male students an avoidance and an approach orientat…
Motivational Orientations and Cognitive Abilities
In an empirical investigation with fourth grade students, the correlation between motivational orientation and cognitive abilities was placed under examination. Outcome variables were performance, confidence in one’s own abilities and anxiety. Cognitive abilities and learning goal orientation both correlated positively with favorable expressions of the outcome variables. Performance goals, however, proved to be maladaptive in our study. From a th…
Cross-Cultural Research
Cross-Cultural Research: Basic Issues, Dilemmas and Strategies." Gifted and Talented International, 20(1), pp. 74–75
Identification of Giftedness in Early Childhood
This article starts with a survey of various topics relevant to the identification of exceptional talent in early childhood. To start, findings in the identification of cognitive abilities based on psychometric testing and their stability will be presented. This will be followed by an overview of research on information processing (attention and habituation, memory, capacity and durability, memory efficiency, strategies and metacognition) in earl…
Does Hand Calculator Use Explain Why University Students Cannot Perform Elementary Arithmetic
In a sample of German students (125 women, 128 men) only 26.3% answered 10 mathematics problems in the D'Amore Test, fewer than Standing, et al. reported. Significant correlations were found for test and self-predicted scores but predictors were not the same in the two studies. Although there were no sex differences, women were more accurate in the mental calculations, especially if they rarely used calculators
Does Hand Calculator Use Explain Why University Students Cannot Perform Elementary Arithmetic? 1
In a sample of German students (125 women, 128 men) only 26.3% answered 10 mathematics problems in the D'Amore Test, fewer than Standing, et al. reported. Significant correlations were found for test and self-predicted scores but predictors were not the same in the two studies. Although there were no sex differences, women were more accurate in the mental calculations, especially if they rarely used calculators
Exceptionality in East Asia
Do nimble hands make for nimble lexicons? Fine motor skills predict knowledge of embodied vocabulary items
Theories and research in embodied cognition postulate that cognition grounded in action enjoys a processing advantage. Extending this theory to the study of how fine motor skills (FMS) link to vocabulary development in preschool children, the authors investigated FMS and vocabulary in 76 preschoolers. Building on previous research, they hypothesized that links between FMS and vocabulary were driven by lexical items containing a greater body–objec…
How primary school teachers' attitudes towards self-regulated learning (SRL) influence instructional behavior and training implementation in classrooms
Children’s fine motor skills in kindergarten predict reading in grade 1
Eminence-focused talent development in drum and bugle corps
We analyze eminence-focused talent development in drum and bugle corps. After defining and characterizing the world-class drum and bugle corps activity as a collective aesthetic sport in which eminent group performance levels are achieved, we introduce a framework for investigating eminence-focused collective talent development in drum corps from a systemic perspective based on the actiotope model of giftedness. We then illustrate the framework’s…
Correspondence Heuristic and Filter-Empowerment Heuristic
The reversed gender achievement gap in the Kingdom of Saudi Arabia (KSA) in favor of girls developed in a societal environment that still predominantly favors men. The finding illustrates how equity gaps at higher systemic levels may not translate seamlessly to lower systemic levels. We propose that this lack of correspondence between systemic levels regarding equity gaps can be explained by the fact that more exogenous learning resources (educat…
Fine motor skills and finger gnosia contribute to preschool children's numerical competencies
Facets of fine motor skills (FMS) and finger gnosia have been reported to predict young children's numerical competencies, possibly by affecting early finger counting experiences. Furthermore, neuronal connections between areas involved in finger motor movement, finger gnosia, and numerical processing have been posited. In this study, FMS and finger gnosia were investigated as predictors for preschool children's performance in numerical tasks. Pr…
Equity Gaps in Literacy among Elementary School Students from Two Countries
Students may be members of multiple disadvantaged groups whose negative effects may reinforce each other (intersectionality). In two studies dealing with elementary students’ literacy skills, we examine one negative reinforcing effect and one dampening effect of intersectionality. In Study 1, we tested the negative social resonance effect of intersectional disadvantage, which means that disadvantages in achievement of intersecting disadvantaged g…
Getting into the university track
The few studies about whether parents’ implicit theories about ability (ITs) predict their children’s academic success and relevant parental behavior have produced mixed results. In response, research suggested that parents’ ITs might be more important in contexts that make children’s intellectual potential salient. Therefore, we investigated the role of parents’ ITs in such a situation: After fourth grade in Bavaria, Germany, students are tracke…
Unlocking the transformative power of mentoring for youth development in communities, schools, and talent domains
Mentoring is a highly individualized educational measure that can support youth development in communities, schools, and talent domains. Depending on the target population, goals, structure, and medium, mentoring for youths can differ considerably. This article first reviews the main types of mentoring programs and practices for youth development in communities, schools, and talent domains. Despite the popularity of mentoring programs, many progr…
Dropping out of an online mentoring program for girls in STEM
Premature closure of mentoring relationships decreases positive effects of mentoring or can even lead to negative effects for mentees. Past studies retrospectively investigated mechanisms of premature match closure. However, a deeper understanding of the dynamics that lead to premature match closure is still missing. In our study, we longitudinally examined the preprogram characteristics, program adherence, as well as program communication and ne…
Modeling social, dimensional, and temporal comparisons in self-concept development with the random intercept cross-lagged panel model
In recent years, discussion of the limitations of the standard cross-lagged panel model (CLPM) has increased, and the random intercept cross-lagged panel model (RI-CLPM) has been proposed as an improved approach to modeling. By now, there are some first applications of the model to investigate reciprocal relations in self-concept development. However, a methodological-substantive integration of the model in the context of the three major comparis…
The gender representation of women and men in the occupational areas of STEM and care work in German textbooks
Science, technology, engineering, and mathematics (STEM) occupations and care work occupations are highly segregated by gender. School textbooks play an essential socializing role in determining which occupations are perceived as typically male or female. Existing research on the gender representation of STEM and care work occupations in textbooks is limited in scope. Therefore, we used quantitative text analyses in a large sample of 202 current …
Fine motor skills and their link to receptive vocabulary, expressive vocabulary, and narrative language skills
A growing body of research suggests that fine motor skills (FMS) are associated with language development. In this study, we examined 76 children aged 3–6 years assessing the link between language and FMS. Specific measures included receptive and expressive vocabulary, oral narrative skills, and various fine motor tasks. Hierarchical linear regressions revealed that FMS predicted receptive and expressive vocabulary as well as oral narrative skill…
The influence of national culture on the initiation of mentoring in a STEMM talent development program
Formalized mentorship programs are an important tool for developing qualified STEMM professionals. Despite an increasingly global STEMM workforce there is little research on how the power distance dimension of national culture may influence the initiation of mentoring relationships. This study explored differences in how mentors from cultures with different power distance orientations started their mentoring relationships with talented adolescent…
Same Classroom, Different Reality
Our study is the first exploration of students’ situational perceptions of STEM lessons based on the DIAMONDS approach. This approach postulates eight perceptual dimensions: Duty, Intellect, Adversity, Mating, pOsitivity, Negativity, Deception, and Sociality. Three research questions were investigated in a validation study involving 447 eighth graders, each based on a distinct validation strategy. (1) Convergent validation strategy: How do studen…
Analyzing Barriers to Mentee Activity in a School-Based Talent Mentoring Program
Studies on talent development show that attaining expertise relies on long-term active engagement with a domain. Mentoring plays a key role in this, but it usually takes place outside of school in informal mentoring relationships, and research on formal school-based talent development mentoring programs is lacking. In the present research, we examined which factors in a novel school-based Learning Pathway Mentoring program hinder mentees’ active …
Mapping Collaborations in STEM Education
In-school–out-of-school collaborations are increasingly recognized as a key mechanism for enriching STEM education. Guided by conceptual frameworks on boundary crossing and STEM learning ecologies, this scoping review maps and synthesizes findings from 470 studies and 469 programs published between 2014 and 2024, focusing on how such partnerships are reported, structured, and distributed across educational contexts. Approximately 73% of the progr…
Psychology (24 works) · Education, Achievement, and Giftedness (12 works) · Medicine (12 works) · Developmental psychology (11 works) · Computer Science (10 works) · Career Development and Diversity (9 works) · Mathematics education (9 works) · Social Psychology (8 works) · Cognitive psychology (7 works) · German (7 works)