Heidrun Stoeger

University of Regensburg | UR · Lehrstuhl für Schulpädagogik

We advocate a more contextual perspective in giftedness research. In our view, doing so opens up three particularly interesting research areas, which we refer to as the participation issue, the effectiveness issue, and the interaction issue. To illustrate their utility, we examined characteristics of females participating in German high achiever-tr...

A supportive mentorship has long-lasting effects on shaping students' personal and professional development. Here, we outline important aspects of mentoring and indicators of good mentors, focusing on effective mutualistic interaction. We believe that traditional academic advice should be expanded to include supportive group mentoring to foster fut...

A perennial topic of research on giftedness has been individuals’ perceptions of and attitudes towards giftedness, the gifted, and gifted education. Although giftedness is a culturally constructed concept, most examination of the term’s meanings and implications has used reactive measures (i.e., surveys) to tap respondents’ giftedness-related perce...

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 regress...

This article provides an overview of science, technology, engineering, mathematics, and medical sciences (STEMM) talent development from first exposure to a STEMM domain to achieving eminence and innovation. To this end, a resource‐oriented model of STEMM talent development is proposed as a framework. It includes a three‐stage phase model based on...

In principle, there could be STEMM talent everywhere if there were sufficient and adequate opportunities and learning resources everywhere. The reality, however, is that the likelihood of developing one's talent in STEMM is tied to membership in social groups. In this contribution, we explore the implications of this statement with multiple example...

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 inters...

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 i...

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. Howev...

A growing number of countries has a strong interest in assessing the quality of their talent-support systems. We propose combining two relevant conceptual frameworks – hemerotopes and the learning and educational capital approach – to better achieve this end. Hemerotopes provide qualitative categories for assessing the degree to which countries hav...

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...

Discussions on the contribution of motor skills and processes to learning to read has a long history. Previous work is essentially divided into two separate strands, namely the contributions of fine motor skills (FMS) to reading and the influence of writing versus typing. In the current 2 Â 2 Â 3 mixed, single-blind, and randomly assigned experimen...

An important first step in talent development in science, technology, engineering, and mathematics (STEM) is getting individuals excited about STEM. Females, in particular, are underrepresented in many STEM fields. Since girls’ interest in STEM declines in adolescence, interventions should begin in secondary education at the latest. One appropriate...

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 r...

In the present day, we need outstanding scientists, engineers, mathematicians, and medical science researchers more than ever to solve the world's most pressing issues, such as climate change, water contamination, and cyber security. Naturally, we ask the question: What does it take to develop eminence in science, technology, engineering, mathemati...

The authors introduce readers to quantitative text analysis and its potential for analyzing text-based nonreactive measures as a means of broadening the evidential basis within research on giftedness and talent. After defining quantitative text analysis and describing how it can augment survey studies for analyses at individual and cultural levels,...

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 leve...

Im Kapitel wird zunächst unter konzeptueller Perspektive der Gegenstand traditioneller Hochbegabungsdiagnostik dargestellt, die auf die Selektion hochbegabter Personen fokussierte. Es werden Entscheidungsprozesse im Rahmen dieses traditionellen Zugangs beschrieben und verschiedene Ansätze personenbezogener Hochbegabungsdiagnostik erläutert. Nach ei...

Zusammenfassung Während implizite Theorien (auch bekannt als Mindsets) von Lernenden sowie deren Zusammenhänge mit Lern- und Leistungsverhalten sehr umfassend untersucht wurden, gibt es nur wenige Studien zu impliziten Theorien von Eltern und deren Zusammenhängen mit elterlichem lernbezogenen Verhalten sowie den impliziten Theorien und dem Lern- un...

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 finge...

Background Women are underrepresented in science, technology, engineering, and mathematics (STEM) professions. Even the most promising female students’ interest in STEM subjects often decreases during secondary school. Using the framework of the Social Cognitive Career Theory, the present study examined the influences of social agents in female stu...

Research shows that trained mentors achieve better results than untrained ones. Their training should particularly address their expectations for their future mentoring. Our study involved 190 preservice teachers, potential mentors of ongoing school mentoring for primary and secondary school students of all grades. They were randomly assigned to on...

This issue on advanced learning focuses on the educational and developmental needs of advanced learners as they develop towards excellence. We speculated that those needs could be observed in at least three ways. The first is that the advanced learner requires educational interventions that are more closely aligned to the “deliberate practice” appr...

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...

Although studies show relations between implicit theories about ability (ITs) and cognitive as well as metacognitive learning strategy use, existing studies suffer from an overreliance on broad-brush self-report measures of strategy use and limited ecological validity. Moreover, studies rarely examine younger students, and research on ITs and how m...

Children’s fine motor skills (FMS) link to cognitive development, however, research on their involvement in language processing, also with adults, is scarce. Lexical items are processed differently depending on the degree of sensorimotor information inherent in the words’ meanings, such as whether these imply a body-object interaction (BOI) or a bo...

https://www.pedocs.de/volltexte/2021/21659

Mentoring has experienced a tremendous upswing over the past decades, which has only recently slowed down somewhat. One possible factor explaining mentoring's popularity are numerous case studies suggesting that it is one of the most effective ways of helping individuals to develop. Meta‐analyses indicating effect sizes for mentoring that are below...

Im Lehrerband finden sich alle Erklärungen zum Schreibtraining, eine detaillierte Unterrichtsplanung, Kopiervorlagen und die Lösungen zum Arbeitsheft. Geeignet für die Klassenstufen 4 bis 6.

The Education and Learning Capital Approach (ELCA) has been widely used to investigate talent development. A research gap is the implicit consideration of the domain specificity of educational and learning capital. In an empirical study with 365 school students we investigated the domain specificity of the approach for the domains of school learnin...

Online mentoring can be useful for supporting girls in science, technology, engineering, and mathematics (STEM). Yet, little is known about the differential effects of various online mentoring formats. We examine the general and relative effectiveness of three online mentoring formats, one‐on‐one mentoring, many‐to‐many group mentoring, and a hybri...

Studies show that online mentoring is an effective measure to support girls in STEM (science, technology, engineering, and mathematics), especially if it also allows for networking with other participants on the mentoring platform. However, research is missing on peer influence. This topic seems especially crucial in programs for adolescents as pee...

Abenteuer auf Burg Adlerstein - Ein Schreibtraining mit Spannungsgarantie Hannah und Phillip leben im Sportinternat auf Burg Adlerstein. Welche Abenteuer werden sie im neuen Schuljahr erleben? Was führt die neue Mitschülerin Kim im Schilde? Die Materialien in diesem Arbeitsheft "Burg Adlerstein" schaffen einen spannenden Rahmen, in dem Kinder von...

A review of the literature on the effectiveness of mentoring reveals a paradox: on the one hand, there is evidence that mentoring can be highly effective. On the other hand, meta‐analyses usually only show small to moderate effect sizes, and sometimes even negative effects. To better understand this mentoring paradox, we discuss three fundamental p...

Understanding number magnitude is an important prerequisite for children’s mathematical development. One early experience that contributes to this understanding is the common practice of finger counting. Recent research suggested that through repeated finger counting, children internalize their fingers as representations of number magnitude. Furthe...

To better understand the relationship between enjoyment and boredom and students' use of cognitive learning strategies, we analyzed both directions of effects between these constructs as described in the control-value theory of achievement emotions (Pekrun, 2006; 2018). Our study used a sequential design in which students' (N = 338 4th grade studen...

After a century during which the psychology of high ability focused largely on innate cognitive abilities, the twenty‐first century ushered in a transformative period in which views of talent broadened to include recognition that talent development is a much more complex process that begins with uncovering potential but does not stop there. Current...

This study explores factors enhancing the likelihood that three demographically disadvantaged groups of selective science high school graduates would complete a university STEM degree 4–6 years later. The target groups are labeled as disadvantaged in terms of STEM pipeline persistence compared to school peers, and include: (1) women, (2) those with...

Mental imagery constitutes internal simulations of the external environment, which, according to theories of embodied cognition, is affected by sensorimotor processes. Accordingly, we test the influence on mental imagery of (a) the degree to which stimuli imply a body–object interaction (BOI) and manipulability, and (b) fine motor skills (FMS), usi...

Although participation rates of women in science, technology, engineering, and mathematics (STEM) are continually improving, low rates are still an issue in many countries. While previous studies found positive effects of online mentoring for increasing girls’ interests in STEM, research concerning explanatory mechanisms is lacking. We found eviden...

Um exzellente Leistungen zu erreichen, braucht es jemanden, der das Lernen supervidiert, Fortschritte diagnostiziert, individuelles Feedback erteilt und die nächsten Lernschritte plant (vgl. Ericsson, Krampe & Tesch-Römer, 1993). Solch anspruchsvolle Lerngelegenheiten lassen sich fast nur in einem individuellen Lernsetting bewerkstelligen. Dies zei...

An increasing number of findings suggest that cognition is grounded in sensorimotor experiences. Research suggests that fine motor skills (FMS) link to cognitive abilities. Existing studies, however, lack conceptual and methodological differentiation regarding FMS and little is known about the directional nature of links. In study 1, we measured th...

Regulatory processes are pervasive on many levels in talent development, yet neither a systematic analysis of their role in talent development let alone a comprehensive model have been presented to date. The aim of this article is to demonstrate the diversity and complexity of regulatory processes in talent development and to provide a conceptual f...

The Global Talent Mentoring Hub (GTMH) is a large-scale research-based mentoring program for outstanding youth in science, technology, engineering, and mathematics (STEM). Its goal is to develop STEM excellence by connecting talented students with the world’s leading STEM experts through long-term one-on-one and group mentoring. One unique feature...

Presentation at the 2019 Biennial Conference of the International Research Association for Talent Development and Excellence (IRATDE), Taipei, Taiwan.

System theories postulate that a system needs resources in order to evolve and function as an entirety. According to the actiotope model of giftedness, exogenous and endogenous resources needed to develop excellence include five forms of educational capital (economic, cultural, social, infrastructural, and didactic) and five forms of learning capit...

This introductory paper to the special issue of High Ability Studies aims to provide a “guide for the perplexed” relating to self-regulated learning (SRL) theory, research, and applications. We begin by defining SRL and its key cyclical stages and criterial attributes. We move on to discuss a number of motivational and meta-motivational constructs...

Research points toward the role of children's fine motor skills (FMS) in reading development but needs to better control for confounding variables and establish explanatory pathways. Three explanations for links between FMS and reading are developed that focus on shared development, functionalism, and shared internalized motor processes. Using a lo...

It is often not trivial to interpret total scores from test batteries of cognitive ability, as the underlying set of items or subscales is typically not unidimensional. Additionally, in such cases, the reliability is not accurately estimated by coefficient alpha. The rarely addressed problem and possible solutions via bifactor analysis are presente...

Kurzvortrag auf den 18. Münchner Wissenschaftstagen, München.

Presentation at the 11th Annual UNM Mentoring Institute’s Conference, Albuquerque, New Mexico.

Growing up with a parent working in a STEM field and having a STEM mentor enhance the likelihood of completing a university STEM degree (Almarode et al., 2014; Subotnik, Tai, Almarode, & Crowe, 2013). The current study explores whether mentors serve an outsized role for retaining students who do not have a parent in STEM, and which categories of me...

Vortrag auf der Jahrestagung der DGfE-Kommission Pädagogische Anthropologie, Hamburg.

Vortrag auf der 83. Sektionstagung der Arbeitsgruppe für empirische pädagogische Forschung (AEPF), Lüneburg.

Presentation at the 16th International Conference of the European Council for High Ability (ECHA), Dublin, Ireland.

Although students’ implicit theories about ability are known to predict successful learning and achievement, parents’ implicit theories about ability have received little attention. Thus, we investigated the influence of parents’ theories about ability on their children's academic achievement and the mechanisms behind this influence. We used a stru...

Finger counting is widely considered an important step in children's early mathematical development. Presumably, children's ability to move their fingers during early counting experiences to aid number representation depends in part on their early fine motor skills (FMS). Specifically, FMS should link to children’s procedural counting skills throug...

This chapter introduces a theoretical framework for contemplating gifted education from a macro-systemic and, in particular, cross-national vantage point. The chapter first describes a recent trend in giftedness research to move beyond the immediate environment of the gifted and presents evidence on why this shift represents a necessary extension o...

Poster präsentiert auf der 6. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), Basel, Schweiz.

Background Little is known about how fine motor skills (FMS) relate to early literacy skills, especially over and above cognitive variables. Moreover, a lack of distinction between FMS, grapho‐motor and writing skills may have hampered previous work. Method In Germany, kindergartners ( n = 144, aged 6;1) were recruited before beginning formal read...

Claims of a special cultural emphasis on learning and education (SCELE) in East Asia versus the West – the United States in particular – are legion in the research literature. The evidence is, however, largely anecdotal, severely geographically limited, or reflects an unrepresentative selection of respondents. We review the evidentiary strategies o...

Um die Potenziale interaktiven Lernens im Rahmen von E-Mentoring-Programmen umfänglich ausschöpfen zu können, sind zahlreiche Aspekte zu berücksichtigen. Zur Identifizierung dieser Aspekte werden zunächst Befunde zur Wirksamkeit von Offline-Mentoring-Programmen auf den Online-Kontext übertragen, da bislang nur wenig entsprechende Forschungsstudien...

Das Internet bietet eine unüberschaubare Fülle an Lernangeboten und Lernmöglichkeiten, jedoch erfolgt meist keine optimale Umsetzung und Nutzung dieser Angebote. Um erfolgreiche Lernprozesse und nachhaltige Lerneffekte in den virtuellen Lernumgebungen des Internets zu ermöglichen, beleuchtet der Band theoretische Hintergründe und empirische Forschu...

Relatively little is known about the conditions under which online-mentoring programs are particularly effective. One aspect that seems to influence mentoring effectiveness is whether discussions between mentors and mentees remain focused on relevant program topics (Parra, DuBois, Neville, Pugh-Lilly, & Povinelli, 2002). So far in most studies, sel...