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Psychology

D-Index
37
Citations
3381
World Ranking
9299
National Ranking
442

Overview

Heidrun Stoeger is affiliated with the University of Regensburg in Germany. Their research primarily spans the fields of Psychology and Social Sciences, with a significant focus on subfields such as Education, Experimental and Cognitive Psychology, Social Psychology, Developmental and Educational Psychology, and Safety Research.

Their work covers main topics that include Education, Achievement, and Giftedness, Mentoring and Academic Development, Career Development and Diversity, Motivation and Self-Concept in Sports, Innovative Teaching and Learning Methods, School Choice and Performance, and Higher Education Research Studies.

Heidrun Stoeger has contributed to numerous publications, with frequent appearances in several key academic venues:

  • Annals of the New York Academy of Sciences
  • Frontiers in Psychology
  • Education Sciences
  • Journal of Community Psychology
  • journal for the education of the gifted

Significant recent papers by Heidrun Stoeger include:

  • "Key issues in professionalizing mentoring practices," 2020, Annals of the New York Academy of Sciences
  • "Nine years of online mentoring for secondary school girls in STEM: an empirical comparison of three mentoring formats," 2020, Annals of the New York Academy of Sciences

The scientist collaborates regularly with a number of co-authors, with frequent collaborations including:

  • Albert Ziegler
  • Linlin Luo
  • Sebastian Suggate
  • Wilma Vialle

Stoeger's research interests explore mentoring practices and their professionalization, as well as educational and developmental psychology, often contextualized in STEM education and gender-focused mentoring approaches. The work intersects with studies on academic development, career trajectories, and motivational aspects within education and sports psychology.

Best Publications

  • Antecedents of everyday positive emotions: An experience sampling analysis

    Thomas Goetz;Anne C. Frenzel;Heidrun Stoeger;Nathan C. Hall

  • Evaluation of a classroom based training to improve self-regulation in time management tasks during homework activities with fourth graders

    Heidrun Stoeger;Albert Ziegler

  • The effectiveness of a one-year online mentoring program for girls in STEM

    Heidrun Stoeger;Xiaoju Duan;Sigrun Schirner;Teresa Greindl

  • Students’ emotions of enjoyment and boredom and their use of cognitive learning strategies – How do they affect one another?

    Stefanie Obergriesser;Heidrun Stoeger

  • Systemic Gifted Education: A Theoretical Introduction:

    Albert Ziegler;Heidrun Stoeger

  • Giftedness and Gifted Education: The Need for a Paradigm Change

    Albert Ziegler;Heidrun Stoeger;Wilma Vialle

  • Addressees of Performance Goals.

    Albert Ziegler;Markus Dresel;Heidrun Stoeger

  • Evaluation of an elementary classroom self-regulated learning program for gifted mathematics underachievers

    Heidrun Stoeger;Albert Ziegler

  • Do fine motor skills contribute to early reading development

    Sebastian Suggate;Eva Pufke;Heidrun Stoeger

  • Exogenous and Endogenous Learning Resources in the Actiotope Model of Giftedness and Its Significance for Gifted Education

    Albert Ziegler;Kimberley L. Chandler;Wilma Vialle;Heidrun Stoeger

  • Children’s fine motor skills in kindergarten predict reading in grade 1

    Sebastian Suggate;Eva Pufke;Heidrun Stoeger

  • The role of emotions, motivation, and learning behavior in underachievement and results of an intervention

    Stefanie Obergriesser;Heidrun Stoeger

  • Online Mentoring as an Extracurricular Measure to Encourage Talented Girls in STEM (Science, Technology, Engineering, and Mathematics): An Empirical Study of One-on-One Versus Group Mentoring:

    Heidrun Stoeger;Manuel Hopp;Albert Ziegler

  • Self-Regulated Learning (SRL): A guide for the perplexed

    Moshe Zeidner;Heidrun Stoeger

  • Impact of a Teacher-Led Intervention on Preference for Self-Regulated Learning, Finding Main Ideas in Expository Texts, and Reading Comprehension.

    Heidrun Stoeger;Christine Sontag;Albert Ziegler

  • Relations between Preschool Children’s Fine Motor Skills and General Cognitive Abilities

    Philipp Martzog;Heidrun Stoeger;Sebastian Suggate

  • Social-emotional development of Chinese gifted students: A review based within the actiotope model of giftedness

    Norman Shane Phillipson;Heidrun Stoeger;Albert Ziegler

  • The effect of fine and grapho-motor skill demands on preschoolers' decoding skill.

    Sebastian Suggate;Eva Pufke;Heidrun Stoeger

  • Self-Regulated Learning (SRL) and the Gifted Learner in Primary School: The Theoretical Basis and Empirical Findings on a Research Program Dedicated to Ensuring That All Students Learn to Regulate Their Own Learning.

    Heidrun Stoeger;Sandra Fleischmann;Stefanie Obergriesser

  • Learning resources and talent development from a systemic point of view

    Albert Ziegler;Tobias Debatin;Heidrun Stoeger

  • Can highly intelligent and high-achieving students benefit from training in self-regulated learning in a regular classroom context?

    Christine Sontag;Heidrun Stoeger

  • Self-Regulatory Training through Elementary-School Students’ Homework Completion

    Heidrun Stoeger;Albert Ziegler

Frequent Co-Authors

Markus Dresel
Markus Dresel University of Augsburg
Moshe Zeidner
Moshe Zeidner University of Haifa
Nathan C. Hall
Nathan C. Hall McGill University
Joseph Baker
Joseph Baker University of Toronto
Petra Jansen
Petra Jansen University of Regensburg
D. Betsy McCoach
D. Betsy McCoach University of Connecticut
Anne C. Frenzel
Anne C. Frenzel Ludwig-Maximilians-Universität München
Thomas Goetz
Thomas Goetz University of Vienna

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