Lysann Zander

Leibniz Universität Hannover · Institute of Education

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 coo...

How do different aspects of students' self-relate to their development at school? In educational psychology, this question has been examined essentially only in terms of the influence of the ability self-concept, a central part of the personal self. Starting with a literature review on why and how the ability self-concept impacts motivation and stu...

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 image...

In this research, we investigated adaptive academic helpseeking in mathematics, i.e., asking better performing peers for help, and the factors facilitating or undermining it. We measured adolescents' sociometric friendship and mathematics help-seeking nominations in 50 classrooms of the 9th grade. Based on friendship nominations, we identified cliq...

Combining complete social networks and structural equation modeling, we investigate how two learning-related cognitions, academic self-efficacy and growth mindsets, relate to integration in support networks of 580 university students in 30 seminar groups. We assessed integration as popularity in academic support networks (being an academic helper a...

[This corrects the article DOI: 10.3389/fpsyg.2019.01740.].

Hilfe und Unterstützung von Mitschüler*innen kann bei der Überwindung von fachlichen Schwierigkeiten und damit für die Aufrecht-erhaltung von Motivation sowie für den Lernerfolg eine bedeutsame Rolle zukommen. Der vorliegende Beitrag untersucht anhand der Daten einer Mikro-Längsschnitterhebung zweier Klassen einer Regelschule, wie sich fachliche Hi...

With the rapid transition to remote teaching during the pandemic, higher education instructors have been confronted with unprecedented challenges, particularly the management of interpersonal relationships in online formats. To date, little research investigated instructors’ work experiences during the pandemic. This paper provides insights into a)...

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 Turki...

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 i...

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,...

Feeling excluded by fellow students may be associated with lower levels of adaptive help-seeking. In a cross-sectional study, we compared self-reported help-seeking strategies (autonomy-oriented, dependency-oriented, help-seeking avoidance) among N = 418 students in 25 seminar and tutorial groups in the undergraduate introductory courses of two sub...

Der vorliegende Beitrag fokussiert das Zugehörigkeitserleben in der Lehrer*innenbildung. Anhand einer Stichprobe von 181 weiblichen und 40 männlichen Studierenden des Lehr-amts Sonderpädagogik untersuchen wir, inwiefern die wahrgenommene Exklusion durch Kommiliton*innen und kompetenzbezogene Selbsteinschätzungen die erlebte Zugehörig-keit zum Studi...

Girls have much lower mathematics self-efficacy than boys, a likely contributor to the under-representation of women in STEM. To help explain this gender confidence gap, we examined predictors of mathematics self-efficacy in a sample of 1,007 9th graders aged 13–18 years (54.2% girls). Participants completed a standardized math test, after which th...

With the fast-growing sector of information technology in digitizing societies, the attraction and education of qualified recruits in computer science becomes a key task of tertiary education. Considering the high dropout rates and the continuing gender gap in computer science, the current study builds on the “leaky pipeline” phenomenon of women in...

The New Year’s Eve 2015 mass sexual assaults in Germany led to a broader debate about whether the perpetrators, most of them self-identifying as Muslims, were encouraged to such acts by particularly sexist attitudes toward girls and women. Here, we argue that it is not the specific religious affiliation of individuals per se that predicts sexism. R...

Bedingungen erfolgreicher Bildungsverläufe in gesellschaftlicher Heterogenität sind ein wichtiges Thema der Bildungsforschung und von zentraler Relevanz für die Bildungspraxis. Studien der letzten Jahrzehnte haben unterschiedliche Bereiche der sich ständig wandelnden gesellschaftlichen Heterogenität in den Blick genommen. Diese werden häufig in soz...

Peerbeziehungen im Klassenzimmer sind seit langem Gegenstand wissenschaftlicher Untersuchungen. Es liegen umfangreiche Nachweise dafür vor, dass sie Lernen sowohl günstig als auch ungünstig beeinflussen können. In diesem Beitrag systematisieren wir diese Einflüsse, indem wir (1) eine Differenzierung zwischen affektiven und kognitiv-instrumentellen...

Kinder mit sprachlichem Migrationshintergrund stehen beim Erwerb sprachlicher Kompetenzen in der Schule vor besonderen Herausforderungen. Wir untersuchen Stereotypenbedrohung als mögliche Ursache für einen geringeren Wortschatzzuwachs. N = 118 Kinder mit sprachlichem Migrationshintergrund aus 18 Grundschulklassen der vierten Jahrgangsstufe wurden r...

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 intra- and extrapsychic sources of social belonging using social network analysis. Whereas outdegree (the number of outgoing liking nominations to classmates) served as a proxy var...

Geschlechtsabhängige Benachteiligungen in der Schule – beispielsweise sichtbar in fachspezifisch unterschiedlichen Defiziten von Mädchen und Jungen – werfen die Frage auf, wie Schule gestaltet werden kann, damit sie einen möglichst geschlechtergerechten Lernort darstellt. Wir beleuchten drei Kontextmerkmale des Klassenzimmers hinsichtlich ihres pot...

In dieser Studie überprüften wir anhand der Daten von 1039 Neuntklässler/inne/n die Annahme, dass Aspirationen nach guten Leistungen in Deutsch und Mathematik in unterschiedlichem Maße von der geschlechtsmäßigen Klassenkomposition bestimmt sind – je nachdem, welche Bedeutsamkeit die Jugendlichen ihrem Geschlecht beimessen. Auf visuellen Skalen gabe...

As in many other countries, in Germany far too few students enrolled in teacher training specialize in physics. In this research we seek to clarify whether one possible reason is that students hold competence-related stereotypes favoring male, non-immigrant teachers. Physics is strongly associated with maleness and high competence. We predicted tha...

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 (Mage = 11.83; 54% female) over the course of one academic yea...

Constructive handling of mistakes enhances successful learning and involves an affective and a cognitive dimension: (a) low fear of making mistakes (FOM) and (b) high positive learning orientation towards mistakes (PLOM). We examine the role of collaborative peer networks for both dimensions of students’ constructive handling of mistakes by analyzi...

In recent years, scholars from various disciplines have become progressively aware of the fundamental role played by relationships among actors in social settings and the importance of social contexts as such. This development has concurred with the growing reputation of Social Network Analysis (SNA) across the physical and social sciences, as well...

We argue that it is impossible to conceptualize either the self independently of a person’s social networks, or a social network independently of the individual selves that constitute it. In order to substantiate this claim, we illustrate the manifold associations that are to be found between the structure and content of individual self-knowledge,...

This research investigates how students from immigrant families whose first language differs from the language of instruction at school view themselves while at school, depending on the way in which they use their first and second language. While some immigrant students are inclined to predominantly use their first language in the home environment...

Fehler können wichtige Lernprozesse in Gang setzen, wobei entscheidend ist, wie Lernende mit Fehlern umgehen. In der vorliegenden Studie werden auf Individualebene Unterschiede zwischen Lernenden in zwei Aspekten des Umgangs mit Fehlern beschrieben, nämlich positive Hinwendung zu eigenen Fehlern (Fehlerlernorientierung, FLO) und angstvolle Vermeidu...

We present two studies that investigate self-knowledge of bilinguals with regard to the effect language use has on its accessibility. Self-knowledge is mentally represented in the semantic network. If self-knowledge pertaining to a specific context is active (e.g. myself at school) contents within the network that are close (e.g. myself as a class...

We argue that it is impossible to conceptualize either the self independently of a person’s social networks, or a social network independently of the individual selves that constitute it. In order to substantiate this claim, we illustrate the manifold associations that are to be found between the structure and content of individual self-knowledge,...

In recent years, scholars from various disciplines have become progressively aware of the fundamental role played by relationships among actors in social settings and the importance of social contexts as such. This development has concurred with the growing reputation of Social Network Analysis (SNA) across the physical and social sciences, as well...

Bilinguale Personen sprechen ihre Sprachen häufig in unterschiedlichen Lebensbereichen (z.B. Familie: Erstsprache; Schule: Zweitsprache). Selbstwissensinhalte, die an einen bestimmten Kontext gebunden sind, sollten entsprechend besonders wahrscheinlich in der Sprache abgespeichert werden, die typischerweise in diesem Kontext gesprochen wird (z.B. s...

Wir untersuchen die Bedeutung verschiedener Komponenten der Identifikation mit Herkunftskultur (IHK) und Aufnahmekultur (IAK; Deutschland) fur die soziale Integration Jugendlicher mit Migrationshintergrund in ihrer Schulklasse. Das Multigroup Ethnic Identity Measure (Phinney, 1992) wurde zur Erfassung der IHK ins Deutsche ubertragen und durch eine...

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 per...

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 explain...