Bibliographie der Universität Regensburg

Suggate, Sebastian Paul (2024) Beyond self-report: Measuring visual, auditory, and tactile mental imagery using a mental comparison task. Behavior Research Methods.

Dong, Luobing, Balestrini, Daniel Patrick und Stoeger, Heidrun (2024) Cultural framing of giftedness in recent US fictional texts. PLOS ONE 19 (8), e0307222.

Balestrini, Daniel Patrick und Stoeger, Heidrun (2024) Cultural Framing of Giftedness in Recent US Fictional Texts (Version 2). [Datensatz]

Fruehwirth, Bernhard, Heilemann, Michael und Stoeger, Heidrun (2024) The gender representation of women and men in the occupational areas of STEM and care work in German textbooks. Linguistics and Education 80, S. 101284.

Stoeger, Heidrun , Luo, Linlin und Ziegler, Albert (2024) Attracting and developing STEMM talent toward excellence and innovation. Annals of the New York Academy of Sciences.

Luo, Linlin und Stoeger, Heidrun (2023) Unlocking the transformative power of mentoring for youth development in communities, schools, and talent domains. Journal of Community Psychology.

Matthes, Benjamin (2023) Parents’ and Children’s Implicit Theories About Ability: How and Under What Circumstances They Relate to Different Aspects of Children’s Academic Success. Dissertation, Universität Regensburg.

Uebler, Claudia , Emmerdinger, Kathrin J., Ziegler, Albert und Stoeger, Heidrun (2023) Dropping out of an online mentoring program for girls in STEM: A longitudinal study on the dynamically changing risk for premature match closure. Journal of Community Psychology.

Stoeger, Heidrun , Debatin, Tobias, Heilemann, Michael, Schirner, Sigrun und Ziegler, Albert (2023) Online mentoring for girls in secondary education to increase participation rates of women in STEM: A long‐term follow‐up study on later university major and career choices. Annals of the New York Academy of Sciences.

Matthes, Benjamin und Stoeger, Heidrun (2023) Getting into the university track: Parents’ implicit theories about ability predict which type of secondary school their children are tracked into. Social Psychology of Education 26, S. 857-880.

Luo, Linlin und Stoeger, Heidrun (2023) Developing eminence in STEMM: An interview study with talent development and STEMM experts. Annals of the New York Academy of Sciences 1521 (1), S. 112-131.

Almulhim, Norah (2022) The Predictive Value of Educational and Learning Capital in a Two-Step Approach for Gifted Identification. Dissertation, Universität Regensburg.

Matthes, Benjamin und Stöger, Heidrun (2022) Implizite Theorien von Eltern und deren Zusammenhänge mit elterlichem lernbezogenen Verhalten sowie den impliziten Theorien und dem Lern- und Leistungsverhalten ihrer Kinder: Ein Literaturüberblick. Unterrichtswissenschaft.

Luo, Linlin , Stoeger, Heidrun und Subotnik, Rena F. (2022) The influences of social agents in completing a STEM degree: an examination of female graduates of selective science high schools. International Journal of STEM Education 9, art.no.7.

Stoeger, Heidrun , Almulhim, Norah und Ziegler, Albert (2022) Correspondence Heuristic and Filter-Empowerment Heuristic: Investigating the Reversed Gender Achievement Gap in a Sample of Secondary School Students in Saudi Arabia within the Framework of Educational and Learning Capital. Education Sciences 12 (11), S. 811.

Fischer, Ursula , Suggate, Sebastian Paul und Stoeger, Heidrun (2022) Fine motor skills and finger gnosia contribute to preschool children's numerical competencies. Acta Psychologica 226, S. 103576. Volltext nicht vorhanden.

Lenhart, Jan , Suggate, Sebastian P. und Lenhard, Wolfgang (2022) Shared-Reading Onset and Emergent Literacy Development. Early Education and Development 33 (4), S. 589-607. Volltext nicht vorhanden.

Strotzer, Quirin D. , Kohl, Zacharias, Anthofer, Judith M., Faltermeier, Rupert, Schmidt, Nils O., Torka, Elisabeth, Greenlee, Mark W. , Fellner, Claudia, Schlaier, Juergen R. und Beer, Anton L. (2022) Structural Connectivity Patterns of Side Effects Induced by Subthalamic Deep Brain Stimulation for Parkinson's Disease. Brain Connectivity 12 (4), S. 374-384. Volltext nicht vorhanden.

Colliot, Tiphaine, Kiewra, Kenneth A., Luo, Linlin, Flanigan, Abraham E., Lu, Junrong, Kennedy, Carrie und Black, Sheldon (2022) The effects of graphic organizer completeness and note-taking medium on computer-based learning. Education and Information Technologies 27 (2), S. 2435-2456. Volltext nicht vorhanden.

Mader, Matthias, Stoeger, Heidrun, Veas, Alejandro und Ziegler, Albert (2021) How Mentors Think About the Attainability of Mentoring Goals: The Impact of Mentoring Type and Mentoring Context on the Anticipated Regulatory Network and Regulatory Resources of Potential Mentors for School Mentoring Programs. Frontiers in Psychology 2021 (12), S. 1-10.

Debatin, Tobias , Hopp, Manuel D. S., Vialle, Wilma und Ziegler, Albert (2021) The meta-analyses of deliberate practice underestimate the effect size because they neglect the core characteristic of individualization—an analysis and empirical evidence. Current Psychology.

Obergrießer, Stefanie (2021) Emotionen und der kompetente Einsatz von Lernstrategien in der Schule. Dissertation, Universität Regensburg.

Matthes, Benjamin und Stoeger, Heidrun (2021) Do Implicit Theories About Ability Predict Self-Reports and Behavior-Proximal Measures of Primary School Students’ In-Class Cognitive and Metacognitive Learning Strategy Use? Frontiers in Psychology 2021 (12), S. 690271. (Eingereicht)

Winter, Rebecca E., Stoeger, Heidrun und Suggate, Sebastian P. (2021) Fine Motor Skills and Lexical Processing in Children and Adults. Psychology 2021 (12), S. 666200. (Eingereicht)

Suggate, Sebastian Paul und Martzog, Philipp (2021) Children's sensorimotor development in relation to screen-media usage: A two-year longitudinal study. Journal of Applied Developmental Psychology 74, S. 101279. Volltext nicht vorhanden.

Awad, Sarah, Debatin, Tobias und Ziegler, Albert (2021) Embodiment: I sat, I felt, I performed – Posture effects on mood and cognitive performance. Acta Psychologica 218, S. 103353. Volltext nicht vorhanden.

Kirschmann, Nicole , Lenhard, Wolfgang und Suggate, Sebastian (2021) Influences from working memory, word and sentence reading on passage comprehension and teacher ratings. Journal of Research in Reading 44 (4), S. 817-836. Volltext nicht vorhanden.

Suggate, Sebastian Paul , Lenhart, Jan, Vaahtoranta, Enni und Lenhard, Wolfgang (2021) Interactive elaborative storytelling fosters vocabulary in pre-schoolers compared to repeated-reading and phonemic awareness interventions. Cognitive Development 57, S. 100996. Volltext nicht vorhanden.

Vaahtoranta, Enni , Suggate, Sebastian, Lenhart, Jan und Lenhard, Wolfgang (2021) Language exposure and phonological short-term memory as predictors of majority language vocabulary and phonological awareness in dual language learning. Bilingualism: Language and Cognition 24 (2), S. 319-332. Volltext nicht vorhanden.

Ziegler, Albert, Gryc, Katharina L. , Hopp, Manuel D. S. und Stoeger, Heidrun (2021) Spaces of possibilities: a theoretical analysis of mentoring from a regulatory perspective. Annals of the New York Academy of Sciences 1483 (1), S. 174-198. Volltext nicht vorhanden.

Reutlinger, Marold, Pfeiffer, Wolfgang, Stoeger, Heidrun, Vialle, Wilma und Ziegler, Albert (2020) Domain-Specificity of Educational and Learning Capital: A Study With Musical Talents. Frontiers in Psychology 11. Volltext nicht vorhanden.

Lenhart, Jan, Lenhard, Wolfgang , Vaahtoranta, Enni und Suggate, Sebastian (2020) More than words: Narrator engagement during storytelling increases children’s word learning, story comprehension, and on-task behavior. Early Childhood Research Quarterly 51, S. 338-351. Volltext nicht vorhanden.

Suggate, Sebastian und Martzog, Philipp (2020) Screen-time influences children's mental imagery performance. Developmental Science 23, e12978.

Obergriesser, Stefanie und Stoeger, Heidrun (2020) Students’ emotions of enjoyment and boredom and their use of cognitive learning strategies – How do they affect one another? Learning and Instruction 66, S. 101285. Volltext nicht vorhanden.

Fischer, Ursula, Suggate, Sebastian P. und Stoeger, Heidrun (2020) The Implicit Contribution of Fine Motor Skills to Mathematical Insight in Early Childhood. Frontiers in Psychology 11. Volltext nicht vorhanden.

Hopp, Manuel D. S., Stoeger, Heidrun und Ziegler, Albert (2020) The Supporting Role of Mentees’ Peers in Online Mentoring: A Longitudinal Social Network Analysis of Peer Influence. Frontiers in Psychology 11. Volltext nicht vorhanden.

Hartung, Verena , Sarshar, Mustafa , Karle, Viktoria, Shammas, Layal, Rashid, Asarnusch , Roullier, Paul, Eilers, Caroline, Mäurer, Mathias, Flachenecker, Peter, Pfeifer, Klaus und Tallner, Alexander (2020) Validity of Consumer Activity Monitors and an Algorithm Using Smartphone Data for Measuring Steps during Different Activity Types. International Journal of Environmental Research and Public Health 17 (24), S. 9314. Volltext nicht vorhanden.

Vaahtoranta, Enni, Lenhart, Jan, Suggate, Sebastian und Lenhard, Wolfgang (2019) Interactive Elaborative Storytelling: Engaging Children as Storytellers to Foster Vocabulary. Frontiers in Psychology 2019 (10), S. 1534.

Sontag, Christine (2019) Selbstreguliertes Lernen am Ende der Grundschulzeit: Ausgangslage und Förderung im Unterricht. Dissertation, Universität Regensburg.

Ziegler, Albert und Stoeger, Heidrun (2019) A Nonagonal Framework of Regulation in Talent Development (NFRTD). High Ability Studies 30 (1-2), S. 127-145. Volltext nicht vorhanden.

Suggate, Sebastian , Pufke, Eva und Stoeger, Heidrun (2019) Children’s fine motor skills in kindergarten predict reading in grade 1. Early Childhood Research Quarterly 47, S. 248-258. Volltext nicht vorhanden.

Martzog, Philipp und Suggate, Sebastian Paul (2019) Fine motor skills and mental imagery: Is it all in the mind? Journal of Experimental Child Psychology 186, S. 59-72. Volltext nicht vorhanden.

Ziegler, Albert, Debatin, Tobias und Stoeger, Heidrun (2019) Learning resources and talent development from a systemic point of view. Annals of the New York Academy of Sciences 1445 (1), S. 39-51. Volltext nicht vorhanden.

Stöger, Heidrun , Debatin, Tobias, Heilemann, Michael und Ziegler, Albert (2019) Online Mentoring for Talented Girls in STEM: The Role of Relationship Quality and Changes in Learning Environments in Explaining Mentoring Success. New Directions for Child and Adolescent Development 168, S. 75-99.

Martzog, Philipp, Stoeger, Heidrun und Suggate, Sebastian (2019) Relations between Preschool Children’s Fine Motor Skills and General Cognitive Abilities. Journal of Cognition and Development 20 (4), S. 443-465. Volltext nicht vorhanden.

Zeidner, Moshe und Stoeger, Heidrun (2019) Self-Regulated Learning (SRL): A guide for the perplexed. High Ability Studies 30 (1-2), S. 9-51. Volltext nicht vorhanden.

Emmerdinger, Kathrin J. und Kuhbandner, Christof (2019) Tests improve memory – no matter if you feel good or bad while taking them. Memory 27 (8), S. 1043-1053. Volltext nicht vorhanden.

Lenhart, Jan, Lenhard, Wolfgang, Vaahtoranta, Enni und Suggate, Sebastian (2019) The effects of questions during shared-reading: Do demand-level and placement really matter? Early Childhood Research Quarterly 47, S. 49-61. Volltext nicht vorhanden.

Emmerdinger, Kathrin J. und Kuhbandner, Christof (2018) Testing Memories of Personally Experienced Events: The Testing Effect Seems Not to Persist in Autobiographical Memory. Frontiers in Psychology 9 (810), S. 1-10.

Vaahtoranta, Enni, Suggate, Sebastian, Jachmann, Cornelia, Lenhart, Jan und Lenhard, Wolfgang (2018) Can explaining less be more? Enhancing vocabulary through explicit versus elaborative storytelling. First Language 38 (2), S. 198-217. Volltext nicht vorhanden.

Steinbach, Julia und Stoeger, Heidrun (2018) Development of the Teacher Attitudes Towards Self-Regulated Learning Scale. European Journal of Psychological Assessment 34 (3), S. 193-205. Volltext nicht vorhanden.

Lenhart, Jan, Lenhard, Wolfgang , Vaahtoranta, Enni und Suggate, Sebastian (2018) Incidental vocabulary acquisition from listening to stories: a comparison between read-aloud and free storytelling approaches. Educational Psychology 38 (5), S. 596-616. Volltext nicht vorhanden.

Luo, Linlin, Kiewra, Kenneth A., Flanigan, Abraham E. und Peteranetz, Markeya S. (2018) Laptop versus longhand note taking: effects on lecture notes and achievement. Instructional Science 46 (6), S. 947-971. Volltext nicht vorhanden.

Balestrini, Daniel Patrick und Stoeger, Heidrun (2018) Substantiating a special cultural emphasis on learning and education in East Asia. High Ability Studies 29 (1), S. 79-106. Volltext nicht vorhanden.

Emmerdinger, Kathrin J., Kuhbandner, Christof und Berchtold, Franziska (2018) Testing emotional memories: does negative emotional significance influence the benefit received from testing? Cognition and Emotion 32 (4), S. 852-859. Volltext nicht vorhanden.

Knott, Christina, Schilcher, Anita und Stöger, Heidrun (2017) Entwicklung und Evaluation von Material zur Sprachförderung. In: "Blick zurück nach vorn" : Perspektiven für sprachliche Bildung in Lehrerbildung und Forschung. Mercator-Institut für Sprachförderung und Deutsch als Zweitsprache, Köln, S. 48-52. Volltext nicht vorhanden.

Suggate, Sebastian und Stoeger, Heidrun (2017) Fine Motor Skills Enhance Lexical Processing of Embodied Vocabulary: A Test of the Nimble-Hands, Nimble-Minds Hypothesis. Quarterly Journal of Experimental Psychology 70 (10), S. 2169-2187. Volltext nicht vorhanden.

Stoeger, Heidrun, Hopp, Manuel und Ziegler, Albert (2017) 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. Gifted Child Quarterly 61 (3), S. 239-249. Volltext nicht vorhanden.

Suggate, Sebastian, Stoeger, Heidrun und Pufke, Eva (2017) Relations between playing activities and fine motor development. Early Child Development and Care 187 (8), S. 1297-1310. Volltext nicht vorhanden.

Greiff, S., Stadler, Matthias, Sonnleitner, P., Wolff, Christian und Martin, R. (2017) Sometimes More is Too Much: A Rejoinder to the Commentaries on Greiff et al. (2015). Journal of Intelligence 5 (1), S. 6.

Ziegler, Albert und Stoeger, Heidrun (2017) Systemic Gifted Education: A Theoretical Introduction. Gifted Child Quarterly 61 (3), S. 183-193. Volltext nicht vorhanden.

Subotnik, Rena F., Stoeger, Heidrun und Olszewski-Kubilius, Paula (2017) Talent Development Research, Policy, and Practice in Europe and the United States: Outcomes From a Summit of International Researchers. Gifted Child Quarterly 61 (3), S. 262-269. Volltext nicht vorhanden.

Stoeger, Heidrun, Olszewski-Kubilius, Paula, Subotnik, Rena F., Assouline, Susan, McCoach, D. Betsy und Ziegler, Albert (2017) Theoretical approaches, societal issues, and practical implications for school-based and extracurricular talent development: Outcomes of the Inaugural European–North American Summit on Talent Development (Part II). High Ability Studies 28 (1), S. 1-6. Volltext nicht vorhanden.

Lenhard, Alexandra , Lenhard, Wolfgang , Suggate, Sebastian und Segerer, Robin (2016) A Continuous Solution to the Norming Problem. Assessment.

Hopp, Manuel, Händel, Marion, Stöger, Heidrun, Vialle, Wilma und Ziegler, Albert (2016) A Cross-National Study of Implicit Theories of a Creative Person. Education Sciences 6, S. 38.

Suggate, Sebastian (2016) A Meta-Analysis of the Long-Term Effects of Phonemic Awareness, Phonics, Fluency, and Reading Comprehension Interventions. Journal of Learning Disabilities 49, S. 77-96.

Suggate, Sebastian, Pufke, Eva und Stoeger, Heidrun (2016) Do fine motor skills contribute to early reading development? Journal of Research in Reading 41 (1), S. 1-19. Volltext nicht vorhanden.

Steinbach, Julia und Stoeger, Heidrun (2016) How primary school teachers' attitudes towards self-regulated learning (SRL) influence instructional behavior and training implementation in classrooms. Teaching and Teacher Education 60, S. 256-269. Volltext nicht vorhanden.

Dietrich, Julia F., Huber, Stefan, Dackermann, Tanja, Moeller, Korbinian und Fischer, Ursula (2016) Place-value understanding in number line estimation predicts future arithmetic performance. British Journal of Developmental Psychology 34 (4), S. 502-517. Volltext nicht vorhanden.

Suggate, Sebastian, Pufke, Eva und Stoeger, Heidrun (2016) The effect of fine and grapho-motor skill demands on preschoolers’ decoding skill. Journal of Experimental Child Psychology 141, S. 34-48. Volltext nicht vorhanden.

Obergriesser, Stefanie und Stoeger, Heidrun (2016) The influence of emotions and learning preferences on learning strategy use before transition into high-achiever track secondary school. High Ability Studies 27 (1), S. 5-38. Volltext nicht vorhanden.

Sontag, Christine und Stoeger, Heidrun (2015) Can highly intelligent and high-achieving students benefit from training in self-regulated learning in a regular classroom context? Learning and Individual Differences 41, S. 43-53. Volltext nicht vorhanden.

Suggate, Sebastian P. (2015) The Parable of the Sower and the long-term effects of early reading. European Early Childhood Education Research Journal 23 (4), S. 524-544. Volltext nicht vorhanden.

Obergriesser, Stefanie und Stoeger, Heidrun (2015) The role of emotions, motivation, and learning behavior in underachievement and results of an intervention. High Ability Studies 26 (1), S. 167-190. Volltext nicht vorhanden.

Pronold-Günthner, Friederike, Winkler-Theiß, Vera, Wild, Johannes , Pissarek, Markus, Sontag, Christine, Schilcher, Anita, Lichtinger, Ulrike und Stöger, Heidrun (2014) Burg Adlerstein. Lehrerband zum Lesetraining. Westermann, Braunschweig. ISBN 978-3-14-162156-3. Volltext nicht vorhanden.

Suggate, Sebastian und Stöger, Heidrun (2014) Do nimble hands make for nimble lexicons? Fine motor skills predict knowledge of embodied vocabulary items. First Language 34, S. 244-261.

Suggate, Sebastian P. und Stoeger, Heidrun (2014) Do nimble hands make for nimble lexicons? Fine motor skills predict knowledge of embodied vocabulary items. First Language 34 (3), S. 244-261. Volltext nicht vorhanden.

Ziegler, Albert, Stoeger, Heidrun, Harder, Bettina , Park, Kyungbin, Portešová, Šárka und Porath, Marion (2014) Gender differences in mathematics and science: the role of the actiotope in determining individuals’ achievements and confidence in their own abilities. High Ability Studies 25 (1), S. 35-51. Volltext nicht vorhanden.

Stoeger, Heidrun, Sontag, Christine und Ziegler, Albert (2014) Impact of a teacher-led intervention on preference for self-regulated learning, finding main ideas in expository texts, and reading comprehension. Journal of Educational Psychology 106 (3), S. 799-814. Volltext nicht vorhanden.

Suggate, Sebastian, Reese, Elaine, Lenhard, Wolfgang und Schneider, Wolfgang (2014) The relative contributions of vocabulary, decoding, and phonemic awareness to word reading in English versus German. Reading and Writing 27 (8), S. 1395-1412. Volltext nicht vorhanden.

Stoeger, Heidrun, Steinbach, Julia, Obergriesser, Stefanie und Matthes, Benjamin (2014) What is more important for fourth-grade primary school students for transforming their potential into achievement: the individual or the environmental box in multidimensional conceptions of giftedness? High Ability Studies 25 (1), S. 5-21. Volltext nicht vorhanden.

Suggate, Sebastian P., Schaughency, Elizabeth A. und Reese, Elaine (2013) Children learning to read later catch up to children reading earlier. Early Childhood Research Quarterly 28 (1), S. 33-48. Volltext nicht vorhanden.

Stöger, Heidrun und Ziegler, Albert (2013) Deficits in fine motor skills and their influence on persistence among gifted elementary school pupils. Gifted Education International 29, S. 28-42.

Ziegler, Albert, Stöger, Heidrun, Harder, B. und Balestrini, Daniel P. (2013) Gifted Education in German-Speaking Europe. Journal for the Education of the Gifted 36, S. 384-411.

Suggate, Sebastian, Lenhard, W. , Neudecker, E. und Schneider, Wolfgang (2013) Incidental vocabulary acquisition from stories: Second and fourth graders learn more from listening than reading. First Language 33, S. 551-571.

Stoeger, Heidrun, Duan, Xiaoju, Schirner, Sigrun, Greindl, Teresa und Ziegler, Albert (2013) The effectiveness of a one-year online mentoring program for girls in STEM. Computers & Education 69, S. 408-418. Volltext nicht vorhanden.

Ziegler, Albert, Stöger, Heidrun und Vialle, Wilma (2012) Giftedness and Gifted Education: The Need for a Paradigm Change. Gifted Child Quarterly 56, S. 194-197.

Ziegler, Albert, Stöger, Heidrun und Grassinger, Robert (2011) Actiotope model and self-regulated learning. Psychological Test and Assessment Modeling 53, S. 161-179. Volltext nicht vorhanden.

Suggate, Sebastian P., Schaughency, Elizabeth A. und Reese, Elaine (2011) The contribution of age and reading instruction to oral narrative and pre-reading skills. First Language 31 (4), S. 379-403. Volltext nicht vorhanden.

Goetz, Thomas, Frenzel, Anne C., Stoeger, Heidrun und Hall, Nathan C. (2010) Antecedents of everyday positive emotions: An experience sampling analysis. Motivation and Emotion 34 (1), S. 49-62. Volltext nicht vorhanden.

Ziegler, Albert, Fidelman, Marina, Reutlinger, Marold, Vialle, Wilma und Stoeger, Heidrun (2010) Implicit personality theories on the modifiability and stability of the action repertoire as a meaningful framework for individual motivation: a cross‐cultural study. High Ability Studies 21 (2), S. 147-163. Volltext nicht vorhanden.

Ziegler, Albert und Stoeger, Heidrun (2010) Research on a modified framework of implicit personality theories. Learning and Individual Differences 20 (4), S. 318-326. Volltext nicht vorhanden.

Ziegler, Albert und Stoeger, Heidrun (2008) Effects of Role Models from Films on Short-Term Ratings of Intent, Interest, and Self-Assessment of Ability by High School Youth: A Study of Gender-Stereotyped Academic Subjects. Psychological Reports 102 (2), S. 509-531. Volltext nicht vorhanden.

Stoeger, Heidrun und Ziegler, Albert (2008) Evaluation of a classroom based training to improve self-regulation in time management tasks during homework activities with fourth graders. Metacognition and Learning 3 (3), S. 207-230. Volltext nicht vorhanden.

Girg, Ralf (1994) Die Bedeutung des Vorverständnisses der Schüler für den Unterricht: eine Untersuchung zur Didaktik. Klinkhardt, Bad Heilbrunn. ISBN 3-7815-0782-3.

Girg, Ralf (1994) Dynamische Vernetzungen - Vom Lernen in Bezügen. 5 bis 10 Schulmagazin 9, S. 4-7.