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Prof. Dr. Heidrun Stoeger

Head of the Chair 


Research

Research Focus:

  • Teaching and learning research
  • Gifted children
  • Gender research
  • Evaluation

Current projects:

  • Self-Regulated Learning and Learning Strategies
  • E-Mentoring in STEM
  • Individualization Through Mentoring in Schools
  • "STEM & Gender" in the nationwide STEM Education Competence and Networking Centre "MINTvernetzt"
  • Global Talent Mentoring in STEMM (Science, Technology, Engineering, Mathematics, Medical Sciences)
  • The fine-motor and sensorimotor foundations of learning
  • FösaMINT - Förderung schulisch-außerschulischer MINT-Kooperation mit Genderschwerpunkt
  • MesH_MINT

Self-Regulated Learning and Learning Strategies:

This series of research projects brings together work on learning strategies (e.g., reading-comprehension strategies, time management strategies) and self-regulated learning. Multi-day professional development workshops for teachers provide opportunities for developing, testing, evaluating, and improving training programs for self-regulated learning. The workshops are planned in cooperation with state ministries of education.

 

The line of research considers both the overall effectiveness of training programs for improving learning behavior and learning gains as well as at differential training effects (e.g., program effectiveness for gifted achievers and underachievers, for children with and without an immigrant background, and for pupils with special learning needs). Furthermore, the research also examines additional aspects such as the emotional and motivational effects of classroom-based self-regulated learning, the conditions of successful self-regulated learning, and the attitudes of teachers regarding self-regulated learning. Various data collection methods are used, including questionnaires, learning journals, and experience sampling.


Participating Persons:
Prof. Dr. Heidrun Stoeger, Dr. Benjamin Matthes, Dr. Julia Steinbach, and Stefanie Stiller


"CyberMentor" (E-Mentoring in STEM)

CyberMentor is an online mentoring program for gifted pupils between the ages of 11 and 18 in STEM (science, technology, engineering, and mathematics) and for college-educated women who work in these fields. Each student works with an individual mentor for at least one year. 
Women are still strongly underrepresented in STEM fields. One reason for this is a general lack of female role models. CyberMentor seeks to increase girls’ interest in STEM and to help them discover ways of entering STEM professions by presenting appropriate female role models working in STEM.
Each mentor–mentee dyad exchanges weekly emails in which they discuss school, university study, careers, and other interesting STEM-related topics. Additionally, all participants have access to a members-only internet platform with various forums and chat options as well as to an online newsmagazine containing interesting STEM-related articles, book recommendations, and games.
The project is examining three groups of pupils with a longitudinal research design: female pupils who registered for the program and are currently participating; female pupils who registered for the program but have yet to have a chance to participate (the waiting-list control group containing individuals with interests similar to those of the current participants); and pupils of both sexes who have not registered for the program (a control group consisting of students with various interests). The program is also developing and formally evaluating various training concepts for mentors.
A total of 2400 pupil–mentor dyads are participating in the program.

For more information: www.cybermentor.de

Participating Institutions and Persons:   
Universität Regensburg: Prof. Dr. Heidrun Stoeger, Dr. Sigrun Schirner, Dr. Tobias Debatin, Kristin Frauenhoffer, Dr. Marina Kaas, Dr. Michael Heilemann, and Dr. Claudia Uebler

Universität Erlangen-Nürnberg: Prof. Dr. Dr. Albert Ziegler, Katharina Gryc


Promoting Excellence in School Education: Transfer Into the School Landscape

Promoting Excellence in School Education: Transfer Into the School Landscape (LemaS Transfer) is a research network funded by the German Federal Ministry of Education and Research in which a total of 17 universities are involved. This research network is responsible for the scientific supervision of the transfer of offers from the federal–state initiative “Promoting Excellence in School Education,” which support high-achieving and particularly capable learners. The initiative comprises two funding phases. In the first funding phase (2018 to 2023), strategies, concepts, and measures for the development of a school and teaching culture that promotes talent and achievement were developed in 22 sub-projects together with 300 schools across Germany. In this context, the University of Regensburg was responsible for the sub-project “Individualization Through Mentoring” in cooperation with the Friedrich–Alexander University of Erlangen–Nuremberg.

The aim of the second funding phase (transfer phase) is the sustainable implementation and transfer of the strategies, concepts, and measures that were developed in the first funding phase. To this end, teachers from schools that have already collaborated with the research network in the first phase will be trained as multipliers in order to pass on the concepts developed in the first phase to teachers from up to 1000 other schools within the framework of school networks. The LemaS Transfer research network assists the schools in this task by providing professionalization and support services and at the same time examines the transfer and implementation processes on a scientific basis.
One focus at the University of Regensburg is the supervision of the “CyberMentor Plus” concept that was developed during the first funding phase, which aims to support girls in the STEM fields (mathematics, computer science, natural sciences, and technology) and combines extracurricular online expert mentoring with school-based support in the context of STEM clubs.

Funding:
The LemaS Transfer research network is funded by the German Federal Ministry of Education and Research (BMBF) from 2023 to 2027. In addition, “CyberMentor Plus” is also funded by the Bavarian State Ministry of Instruction and Culture.

Participating institutions and persons: Prof. Dr. Heidrun Stoeger, Dr. Kathrin Emmerdinger, Sonja Bayer, Katharina Kaifer, Dr. Benjamin Matthes, Doreen von Seidlitz, and Dr. Claudia Uebler.

LemaS Transfer research collaborative: www.lemas-forschung.de/themen/lemas-transfer

Federal–state initiative “Promoting Excellence in School Education”: www.leistung-macht-schule.de


"STEM & Gender" in the nationwide STEM Education Competence and Networking Centre "MINTvernetzt"

The project "MINTvernetzt" is establishing a nationwide competence and networking centre for extracurricular STEM education. It aims to elevate the extracurricular STEM education for children and adolescents with a focus on girls and young women. The project supports providers of extracurricular STEM education, coordinators of STEM networks, women in STEM advocacy initiatives, and volunteers in STEM education by providing networking spaces, best practice sharing, and innovative impulses.
The focus of the "STEM & Gender" sub-project at the University of Regensburg is to provide solutions to the STEM community on how to encourage more girls and women to take up STEM. There is usually not a lack of suitable instruments or findings from research but rather a need for appropriate transfer into practice and scaling of successful projects.
This is where the sub-project comes in, firstly by implementing monitoring of STEM education programs from a gender perspective, secondly by creating synergies through the networking of projects with a gender focus, and thirdly by improving the transfer of research findings on gender aspects in STEM education into practice.
MINTvernetzt is a joint initiative by the Körber-Foundation, the matrix gGmbH, the National STEM Forum e.V., the Stifterverband, and the University of Regensburg.

Funding:

"MINTvernetzt" has been funded by the Federal Ministry of Education and Research (BMBF) since 2021. For more information see: www.mint-vernetzt.de

Participating Institutions and Persons:

Prof. Dr. Heidrun Stoeger, Susanne Schober, Dr. Michael Heilemann


Research-Based Preparation of a Global Talent Mentoring

Mentoring is a means to provide effective extracurricular support for gifted students as they progress toward excellence in a given field. Online mentoring has been shown to be particularly beneficial for the talent development of students with high potential in science, technology, engineering, and mathematics (STEM). In order to optimize the effects of online mentoring, it is necessary that online-mentoring programs are developed and implemented based on scientific criteria. Therefore, the goals of the Global Talent Mentoring are (1) to identify the most important determinants of effective online mentoring via empirical quantitative and qualitative research and (2) to develop a research-based global mentoring program for exceptionally talented and motivated youth in STEMM (to also include the medical sciences) – Global Talent Mentoring.

Global Talent Mentoring will conduct studies in two phases: in the first phase, the pre-mentoring research from 2018 to 2020, studies will be conducted on (1) optimal talent development in STEMM fields, (2) needs assessment for best practice for mentoring programs, and (3) optimal online mentoring. First, international experts from different fields (STEMM, talent development, networking, etc.), and in different roles (researchers, practitioners, etc.) will be surveyed on their views on different support mechanisms for talent development in STEMM fields. Second, potential mentees and mentors, as well as experts from different areas (STEMM education, giftedness, etc.) will be surveyed about their needs, requirements, and ideas concerning what they think an ideal mentoring program would entail. Third, existing online mentoring programs will be analyzed to determine what aspects (matching criteria, communication behavior, etc.) are essential for effective online mentoring.
The second research phase begins with the start of mentoring on the Global Talent Mentoring online platform (2020 and beyond). Formative evaluations will be conducted to determine the effectiveness of the program. Longitudinal studies will measure the growth of students in the mentoring group compared to students in a waiting list control group at several time points. In addition, factors contributing to mentoring success will be examined, such as communication about STEMM topics, quality of mentee-mentor relationships, and STEMM project involvement. Results of the formative evaluations will be used to continually improve the online mentoring platform.
Global Talent Mentoring is a program in collaboration with the University of Regensburg, Germany. Global Talent Mentoring is a flagship offering of the future World Giftedness Center, a larger undertaking that will be an online hub for evidence-based gifted education and research. When it opens its virtual doors in late 2021, the World Giftedness Center will facilitate stronger links between research and practice by providing instructional materials, hosting training seminars, publishing a scientific journal, and establishing an international accreditation system for gifted education and research. Global Talent Mentoring and the World Giftedness Center are programs by the UNESCO-recognized Hamdan Bin Rashid Al Maktoum Foundation for Distinguished Academic Performance.


For more information about Global Talent Mentoring and its partners, please visit www.globaltalentmentoring.org

For more information about the World Giftedness Center, please visit www.worldgiftednesscenter.org

Involved researchers:

Prof. Dr. Heidrun Stoeger (project director)Dr. Daniel Patrick BalestriniDr. Julia Steinbach, Faisal Ahsan, Christopher Anastasiu, Christine Maria Bäuml, Christin Graml, and Ildikó Győryné Csomó

Funding provided by:

UNESCO-recognized Hamdan Bin Rashid Al-Maktoum Award for Distinguished Academic Performance (Dubai, United Arab Emirates)

GTMH Project as part of the World Giftedness Center:

The GTMH Project at the University of Regensburg is part of a larger research undertaking, the research-based conceptualization and preparation of a future World Giftedness Center (WGC). The WGC will be an evidence-based virtual center for giftedness research and education. The Global Talent Mentoring Hub (GTMH) currently under development in Regensburg will be a flagship offering of the future WGC.

Further information:

https://www.wgc.ae/

https://www.globaltalentmentoring.org/ 


The fine-motor and sensorimotor foundations of learning

In a series of studies, we have demonstrated that fine motor skills (FMS) link to a range of early cognitive and academic skills. Specifically, preschoolers’ FMS relate to their concurrent and later performance on measures of early literacy, reading, and mathematics skills. Further, we have found evidence that children’s cognitive and language development is also affected by their FMS. The question now is to understand why FMS link to academic and cognitive development.

Understanding why and how children’s FMS influence their cognitive development relates to age-old philosophical struggles in understanding how the body relates to the mind (e.g., dualism) and how the senses influence and can be trusted in thought (e.g., rationalism, empiricism, phenomenology). Moreover, understanding how sensorimotor factors influence cognitive and academic development has implications for numerous disciplines, including education, psychology, medicine, and neurology.

Our current work has implicated three main explanations for links between FMS and cognitive development. The first points towards common developmental underpinnings, the second focuses on the functionality of FMS and sensorimotor skills for learning, and the third on shared internalized processes. One example of the latter explanation we termed the Nimble-Hands, Nimble-Minds hypothesis (Suggate & Stoeger, 2017, Quarterly Journal of Experimental Psychology).

 

Accordingly, we attempt to study links between FMS, sensorimotor skills, and cognitive development in a broad number of ways, touching on a number of disciplines. Particular foci of our work are on:

a)       establishing the key fine and sensorimotor skills involved;

b)      determining links between fine and sensorimotor skills and language and conceptual development;

c)       testing causal pathways between fine and sensorimotor skills and later academic development;

d)      conducting experiments to investigate theoretical explanations for links.

Participating Persons:

Prof. Heidrun Stoeger, Apl. Prof. Dr. Sebastian Suggate, Viktoria Karle, and Rebecca Winter


FösaMINT - Förderung schulisch-außerschulischer MINT-Kooperation mit Genderschwerpunkt

FösaMINT ist ein Projekt zur Förderung schulisch-außerschulischer MINT-Kooperation mit Genderschwerpunkt. Ziel des Projekts ist die Sicherung von Chancengleichheit in MINT durch die Schaffung optimaler Bedingungen schulischer und außerschulischer MINT-Genderförderung und die gezielte Vernetzung bestehender Angebote. Dazu werden die individuellen Lebenswelten von Schülerinnen in der Wechselbeziehung von schulischen und außerschulischen Lernkontexten, sowie die Gelingensbedingungen konzertierter MINT-Genderförderung erforscht und in multimethodalen Längsschnittstudien überprüft. Die Forschungsergebnisse und Erfahrungsberichte werden sowohl wissenschaftlich verwertet als auch praxisgerecht aufbereitet und MINT-Akteur:innen zur Verfügung gestellt. Auf Basis der Befunde werden die Angebote der Praxiskooperationspartner:innen anschließend im Hinblick auf Nachhaltigkeit und kontextuelle Ausweitung weiterentwickelt.

Finanzierung: Das Projekt wird von August 2022 bis Juli 2027 aus Mitteln des Bundesministeriums für Bildung und Forschung (BMBF) gefördert.

Beteiligte Institutionen und Personen:   
Universität Regensburg: Prof. Dr. Heidrun Stöger, Apl. Prof. Dr. Anton Beer, Louisa Graeff, Dr. Sigrun Schirner

Universität Erlangen-Nürnberg: Prof. Drs. Albert Ziegler, Lukas Ketscher, Brigitte Merz, Johanna Pfeuffer


MesH_MINT

MesH_MINT is a meta-project that is concerned with strategic fields of action in STEM education. It aims to collect relevant research on STEM education and review it in a scientific and practical way. The project is motivated by the worldwide shortage of skilled workers in the STEM sector, which has remained stable despite countless funding initiatives and extensive research. MesH_MINT is a large-scale collaborative project, involving the University of Regensburg, the Friedrich-Alexander University of Erlangen-Nuremberg and the Stifterverband. During the course of the project, we review available research knowledge and, where necessary, supplement it with additional research on white spots in the German research landscape. We further bridge the gap between theory and practice by identifying conditions which effectively promote STEM education and by transferring those findings into practice.
MesH_MINT focusses on both conceptual and empirical research on three strategic fields of action in STEM education: (1) STEM education research, (2) STEM education practice, and (3) STEM stakeholders. The analysis is conducted along the following two cross-cutting themes: (1) effectiveness and sustainability as well as (2) diversity and equity.
 

Funding: The collaborative project is funded by the German Federal Ministry of Education and Research (BMBF) from April 2023 to March 2028.

Participating Institutions and Persons:
University of Regensburg: Prof. Dr. Heidrun Stoeger, Dr. Sigrun Schirner, Diana Wengler, and Fabian Heller

University of Erlangen-Nuremberg: Prof. Drs. Albert Ziegler, Mehmet Bicakci, Charlotte Popp, and Maryam Shiani

Project homepage: www.meshmint.org


publications

Articles in Journals
Editorials 
Special Issues, Edited Volumes, Monographs, and Instructional Materials
Chapters in Edited Volumes
Other Publications

Articles in Journals

Fruehwirth, B., Heilemann, M., & Stoeger, H. (2024). The gender representation of women and men in the occupational areas of STEM and care work in German textbooks. Linguistics and Education, 80, https://doi.org/10.1016/j.linged.2024.101284

Stoeger, H., Luo, L., & Ziegler, A. (2024). Attracting and developing STEMM talent towards excellence and innovation. Annals of the New York Academy of Sciences, 1533, 89-98. https://doi.org/10.1111/nyas.15108

Winter, R. E., Stoeger, H., & Suggate, S. P. (2024). Fine motor skills and their link to receptive vocabulary, expressive vocabulary, and narrative language skills. First Language. Advance online publication. https://doi.org/10.1177/01427237241233084

Balestrini, D. P., Stoeger,  H., & Ziegler, A. (2023). Quantitative text analysis in gifted and talented research. High Ability Studies, 34(2), 189-228. https://doi.org/10.1080/13598139.2023.2167812

Debatin, T., Stoeger, H., & Ziegler, A. (2023). Modeling social, dimensional, and temporal comparisons in self-concept development with the random intercept cross-lagged panel model: A methodological-substantive integration. Developmental Psychology, 59(9), 1595-1607. https://doi.org/10.1037/dev0001568

Emmerdinger, K., & Stöger, H. (2023). Selbstreguliertes Lernen: Merkmale und Prinzipien einer erfolgreichen Förderung in der Schule [Self-regulated learning: Characteristics and principles of successful promotion in school]. Schulmagazin 5–10, 91, 16–20.

Luo, L., & Stoeger, H. (2023). Developing eminence in STEMM: An interview study with talent development and STEMM experts. Annals of the New York Academy of Sciences, 1521, 112–131. https://doi.org/10.1111/nyas.14968

Luo, L., & Stoeger, H. (2023). Unlocking the transformative power of mentoring for youth development in communities, schools, and talent domains. Journal of Community Psychology, 51(8), 3067–3082. https://doi.org/10.1002/jcop.23082

Matthes, B., & Stoeger, H. (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, 857–880. https://doi.org/10.1007/s11218-023-09769-z

Stoeger, H., Debatin, T., Heilemann, M., Schirner, S., & Ziegler, A. (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, 1523, 62-73. https://doi.org/10.1111/nyas.14989

Suggate, S. P., Karle, V. L., Kipfelsberger, T., & Stoeger, H. (2023). The effect of fine motor skills, handwriting, and typing on reading development. Journal of Experimental Child Psychology, 232, 105674. https://doi.org/10.1016/j.jecp.2023.105674

Uebler, C., Emmerdinger, K. J., Ziegler, A., & Stoeger, H. (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, 51(8), 3121–3151. https://doi.org/10.1002/jcop.23039

Ziegler, A., & Stoeger, H. (2023). Talent denied: Equity and excellence gaps in STEMM. Annals of the New York Academy of Sciences, 1530, 32–45. https://doi.org/10.1111/nyas.15083

Ziegler, A., Luo, L., & Stoeger, H. (2023). Equity gaps in literacy among elementary school students from two countries: The negative social resonance effect of intersectional disadvantage and the dampening effect of learning capital. Education Sciences, 13(8), 827. https://doi.org/10.3390/educsci13080827

Ziegler, A., & Stoeger, H. (2023). First steps toward assessing talent-support systems on a country level. High Ability Studies. Advance online publication. https://doi.org/10.1080/13598139.2023.2206113

Fischer, U., Suggate, S. P., & Stoeger, H. (2022). Fine motor skills and finger gnosia contribute to preschool children’s numerical competencies. Acta Psychologica, 226, 103576. https://doi.org/10.1016/j.actpsy.2022.103576

Luo, L., Stoeger, H., & Subotnik, R. 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, 7. https://doi.org/10.1186/s40594-021-00324-w

Matthes, B. & Stoeger, H. (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 [Parents’ implicit theories and their relationships with parents’ learning-related behavior, their children’s implicit theories and their children’s learning and achievement behavior: A literature review]. Unterrichtswissenschaft, 51, Article 7, 339-359. https://doi.org/10.1007/s42010-022-00157-8

Stoeger, H., Almulhim, N., & Ziegler, A. (2022). Correspondence heuristic and filter-empowerment heuristic: Investigating the reversed gender achievement gap in a sample of secondary school students in Saudi Arabic within the framework of educational and learning capital. Education Sciences, 12(11), Article 811. https://doi.org/10.3390/educsci12110811

Balestrini, D. P., & Stoeger, H. (2021). Eminence-focused talent development in drum and bugle corps. Gifted and Talented International, 36(1-2), 32-43. https://doi.org/10.1080/15332276.2021.1960223

Mader, M., Stoeger, H., Veas, A., & Ziegler, A. (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, 12, Article 737014. https://doi.org/10.3389/fpsyg.2021.737014

Matthes, B., & Stoeger, H. (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, 12, Article 690271. https://doi.org/10.3389/fpsyg.2021.690271

Stoeger, H., Balestrini, D. P., & Ziegler, A. (2021). Key issues in professionalizing mentoring practices. Annals of the New York Academy of Sciences, 1483, 5–18. https://doi.org/10.1111/nyas.14537

Stoeger, H., Heilemann, M., Debatin, T., Hopp, M. D. S., Schirner, S., & Ziegler, A. (2021). Nine years of online mentoring for secondary school girls in STEM: an empirical comparison of three mentoring formats. Annals of the New York Academy of Sciences, 1483, 153–173. https://doi.org/10.1111/nyas.14476

Winter, R. E., Stoeger, H., & Suggate, S. P. (2021). Fine motor skills and lexical processing in children and adults. Frontiers in Psychology, 12, Article 666200. https://doi.org/10.3389/fpsyg.2021.666200

Ziegler, A., Gryc, K. L., Hopp, M. D. S., & Stoeger, H. (2020). Spaces of possibilities: a theoretical analysis of mentoring from a regulatory perspective. Annals of the New York Academy of Sciences, 1483, 174–198. https://doi.org/10.1111/nyas.14419

Fischer, U., Suggate, S. P., & Stoeger, H. (2020). The implicit contribution of fine motor skills to mathematical insight in early childhood. Frontiers in Psychology, 11, Article 1143. https://doi.org/10.3389/fpsyg.2020.01143

Hopp, M. D. S., Stoeger, H., & Ziegler, A. (2020). The supporting role of mentees’ peers in online mentoring: A longitudinal social network analysis of peer influence. Frontiers in Psychology, 11, Article 1929. https://doi.org/10.3389/fpsyg.2020.01929

Obergriesser, S., & Stoeger, H. (2020). Students’ emotions of enjoyment and boredom and their use of cognitive learning strategies: How do they affect one another? Learning and Instruction, 66, Article 101285. https://doi.org/10.1016/j.learninstruc.2019.101285

Reutlinger, M., Pfeiffer, W., Stoeger, H., Vialle, W., & Ziegler, A. (2020). Domain-specificity of educational and learning capital: A study with musical talents. Frontiers in Psychology, 11, Article 561974. https://doi.org/10.3389/fpsyg.2020.561974

Kiener, S., & Stoeger, H. (2019). Prinzipien optimaler Unterstützung für talentierte, begabte und kreative Kinder: Top 3 der Handlungsmöglichkeiten für Eltern [Principles of optimal support for talented, gifted, and creative children: The top three options for parents]. Labyrinth, 139, 34–36.

Martzog, P., Stoeger, H., & Suggate, S. (2019). Relations between preschool children’s fine motor skills and general cognitive abilities. Journal of Cognition and Development, 20(4), 443–465. https://doi.org/10.1080/15248372.2019.1607862

Stoeger, H., Debatin, T., Heilemann, M., & Ziegler, A. (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, 75–99. https://doi.org/10.1002/cad.20320

Subotnik, R., Stoeger, H., & Luo, L. (2019). Exploring compensations for demographic disadvantage in science talent development. New Directions for Child and Adolescent Development, 168, 101-130. https://doi.org/10.1002/cad.20321

Suggate, S., Lehmann, J., Stoeger, H., & Jansen, P. (2019). Cognition embodied: Mental rotation is faster for objects that imply a greater body-object interaction. Journal of Cognitive Psychology, 31(8), 876–890. https://doi.org/10.1080/20445911.2019.1678627

Suggate, S., Pufke, E., & Stoeger, H. (2019). Children’s fine motor skills in kindergarten predict reading in grade 1. Early Childhood Research Quarterly, 47(2), 248-258. https://doi.org/10.1016/j.ecresq.2018.12.015

Zeidner, M., & Stoeger, H. (2019). Self-regulated learning: A guide for the perplexed. High Ability Studies, 30(1–2), 9–51. https://doi.org/10.1080/13598139.2019.1589369

Ziegler, A., Debatin, T., & Stoeger, H. (2019). Learning resources and talent development from a systemic point of view. Annals of the New York Academy of Sciences, 1445, 39-51. https://doi.org/10.1111/nyas.14018

Ziegler, A., & Stoeger, H. (2019). A nonagonal framework of regulation in talent development (NFRTD). High Ability Studies, 30(1–2), 127–145. https://doi.org/10.1080/13598139.2019.1598772

Balestrini, D. P., & Stoeger, H. (2018). Substantiating a special cultural emphasis on learning and education in East Asia. High Ability Studies, 29(1) 79-106. https://doi.org/10.1080/13598139.2017.1423281

Debatin, T., Aljughaiman, A., AlGhawi, M., Stoeger, H., & Ziegler, A. (2018). Reliability and interpretation of total scores from multidimensional cognitive measures: Evaluating the GIK 4–6 using bifactor analysis. Psychological Test and Assessment Modeling, 60(4), 393–401.

Fischer, U., Rösch, S., & Stoeger, H. (2018). Mit geschickten Händen besser rechnen [Better to count on skilled hands]. Zeitschrift für Begabtenförderung und Begabungsforschung, 46(2), 8-12.

Fischer, U., Suggate, S. P., Schmirl, J., & Stoeger, H. (2018). Counting on fine motor skills: Links between preschool finger dexterity and numerical skills. Developmental Science, 21(4). https://doi.org/10.1111/desc.12623

Heilemann, M., Luo, L., Ziegler, A., & Stoeger, H. (2018). A dictionary-based approach to measure STEM-related communication in online mentoring. The Chronicle of Mentoring & Coaching, 2(1), 440–446.

Luo, L., Subotnik, R., & Stoeger, H. (2018). Mentors’ impact on majoring in STEM for students with or without a parent in a STEM field. The Chronicle of Mentoring & Coaching, 2(1), 463–465.

Matthes, B., & Stoeger, H. (2018). Influence of parents’ implicit theories about ability on parents’ learning-related behaviors, children’s implicit theories, and children’s academic achievement. Contemporary Educational Psychology, 54, 271–280. https://doi.org/10.1016/j.cedpsych.2018.07.001

Steinbach, J., & Stoeger, H. (2018). Development of the teacher attitudes towards self-regulated learning scale. European Journal of Psychological Assessment, 34(3), 193-205. https://doi.org/10.1027/1015-5759/a000322

Suggate, S. P., Pufke, E., & Stoeger, H. (2018). Do fine motor skills contribute to early reading development? Journal of Research in Reading, 41(1), 1–19. https://doi.org/10.1111/1467-9817.12081

Suggate, S. P., & Stoeger, H. (2018). Nimble hands, nimble minds? Die Bedeutung der Feinmotorik für die kognitive Entwicklung von Kindern [The importance of fine motor skills for the cognitive development of children]. Blick in die Wissenschaft, 38, 26–29.

Mader, M., & Stoeger, H. (2017). Lernen lernen: Selbstregulationsstrategien ein Leben lang erfolgreich lernen [Learning to learn: Learning successfully for a lifetime with self-regulation strategies]. Jugendhilfe, 55, 443–449.

Stoeger, H., Greindl, T., Kuhlmann, T., & Balestrini, D. (2017). The learning and educational capital of male and female students in STEM magnet schools and in extracurricular STEM programs: A study in high-achiever-track secondary schools in Germany. Journal for the Education of the Gifted, 40(4), 394–416. https://doi.org/10.1177/0162353217734374

Stoeger, H., Hopp, M., & Ziegler, A. (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), 239–249. https://doi.org/10.1177/0016986217702215

Subotnik, R. F., Stoeger, H., & Olszewski-Kubilius, P. (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), 262-269. https://doi.org/10.1177/0016986217701839

Suggate, S. P., & Stoeger, H. (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), 2169–2187. https://doi.org/10.1080/17470218.2016.1227344

Suggate, S., Stoeger, H., & Fischer, U. (2017). Finger-based numerical skills link fine motor skills to numerical development in preschoolers. Perceptual and Motor Skills, 124(6), 1085-1106. https://doi.org/10.1177/0031512517727405

Suggate, S., Stoeger, H., & Pufke, E. (2017). Relations between playing activities and fine motor development. Early Child Development and Care, 187(8), 1297-1310. https://doi.org/10.1080/03004430.2016.1167047

Ziegler, A., Chandler, K., Vialle, W., & Stoeger, H. (2017). Exogenous and endogenous learning resources in the actiotope model of giftedness and its significance for gifted education. Journal for the Education of the Gifted, 40(4), 310-333. https://doi.org/10.1177/0162353217734376

Ziegler, A., & Stoeger, H. (2017). Systemic gifted education: A theoretical introduction. Gifted Child Quarterly, 61(3), 183-193. https://doi.org/10.1177/0016986217705713

Balestrini, D. P., & Stoeger, H. (2016). Zugänge der Hochbegabungsdiagnostik im Vergleich [A comparison of approaches to giftedness diagnostics]. Journal für Begabtenförderung, 16(1), 6-16.

Hopp, M., Händel, M., Stoeger, H., Vialle, W., & Ziegler, A. (2016). A cross-national study of implicit theories of a creative person. Education Sciences, 6(4). https://doi.org/10.3390/educsci6040038

Matthes, B., Kuhlmann, J. M., & Stoeger, H. (2016). Soziotop-Förderung in der Schule [Facilitating adaptive sociotopes in school]. Journal für Begabtenförderung, 16(2), 29-39.

Obergriesser, S., & Stoeger, H. (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), 5–38. https://doi.org/10.1080/13598139.2015.1100980

Steinbach, J., & Stoeger, H. (2016). How primary school teachers’ attitudes towards self-regulated learning (SRL) influence instructional behavior and training implementation in classrooms. Teaching and Teacher Education, 60, 256-269. https://doi.org/10.1016/j.tate.2016.08.017

Stoeger, H. (2016). Selbstreguliertes Lernen in der Begabtenförderung. News & Science, 42(2), 18-19.

Stoeger, H., Schirner, S., Laemmle, L., Obergriesser, S., Heilemann, M., & Ziegler, A. (2016). A contextual perspective on talented female participants and their development in extracurricular STEM programs. Annals of the New York Academy of Sciences, 1377, 53-66. https://doi.org/10.1111/nyas.13116

Suggate, S., Pufke, E., & Stoeger, H. (2016). The effect of fine and grapho-motor skill demands on preschoolers’ decoding skill. Journal of Experimental Child Psychology, 141 34-48. https://doi.org/10.1016/j.jecp.2015.07.012

Ziegler, A., & Stoeger, H. (2016). Der Soziotop-Ansatz in der Begabungsförderung: Theoretischer Hintergrund und Anwendungsperspektiven [The sociotope approach in gifted education: Theoretical background and usage considerations]. Journal für Begabtenförderung, 16(2), 4-14.

Obergriesser, S., & Stoeger, H. (2015). The role of emotions, motivation, and learning behavior for underachievement and results of an intervention. High Ability Studies, 26(1), 167-190. https://doi.org/10.1080/13598139.2015.1043003

Sontag, C., & Stoeger, H. (2015). Can highly intelligent and high-achieving students benefit from a training of self-regulated learning in a regular classroom context? Learning and Individual Differences, 41(), 43–53. https://doi.org/10.1016/j.lindif.2015.07.008

Steinbach, J., & Stoeger, H. (2015). Measurement of optimal learning environments: Validation of the parents’ attitudes towards self-regulated learning scale. Psychological Test and Assessment Modeling, 57(2), 179-200.

Stoeger, H., Fleischmann, S., & Obergriesser, S. (2015). Self-regulated learning (SRL) and the gifted learner in primary school: The theoretical basis of and empirical findings on a research program dedicated to ensuring that all students learn to regulate their own learning. Asia Pacific Education Review, 16, 257-267. https://doi.org/10.1007/s12564-015-9376-7

Balestrini, D. P., Harder, B., Stoeger, H., & Ziegler, A. (2014). Zur Verwendung der Begriffe Begabung, Talent und Hochbegabung: Ergebnisse einer korpuslinguistischen Analyse [Usage of the terms giftedness and talent: Results of a corpus-linguistics analysis]. News & Science, 36/37(1/2), 56–59.

Stoeger, H., & Gruber, H. (2014). Cultures of expertise: The social definition of individual excellence. Talent Development and Excellence, 6, 1–10.

Stoeger, H., Sontag, C., & Ziegler, A. (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), 799–814. https://doi.org/10.1037/a0036035

Stoeger, H., Steinbach, J., Obergriesser, S., & Matthes, B. (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) 5–21. https://doi.org/10.1080/13598139.2014.914381

Suggate, S., & Stoeger, H. (2014). Do nimble hands make for nimble lexicons? Fine motor skills predict knowledge of embodied vocabulary items. First Language, 34(3), 244–261. https://doi.org/10.1177/0142723714535768

Ziegler, A., Stoeger, H., Harder, B., Park, K., Portešová, S., & Porath, M. (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), 35–51. https://doi.org/10.1080/13598139.2014.916092

Balestrini, D. P., Harder, B., Stoeger, H., & Ziegler, A. (2013). Die Verwendung von Begabung, Talent und Hochbegabung in der deutschen Sprache: Ergebnisse einer korpuslinguistischen Untersuchung [Usage of giftedness and talent in German: Results of a corpus-linguistics analysis]. Labyrinth, 117, 22–23.

Buschhaus, F., Schirner, S., Stoeger, H., & Ziegler, A. (2013). Mentorings bedürfen einer professionellen Durchführung: Eine empirische Untersuchung der Risikofaktoren von Mentorings [Mentoring programs need proper execution: An empirical study of the risk factors of mentoring]. Journal für Begabtenförderung, 13(1), 43–54.

Stoeger, H., Duan, X., Schirner, S., Greindl, T., & Ziegler, A. (2013). The effectiveness of a one-year mentoring program for girls in STEM. Computers & Education, 69, 408–418. https://doi.org/10.1016/j.compedu.2013.07.032

Stoeger, H., Suggate, S., & Ziegler, A. (2013). Identifying the causes of underachievement: A plea for the inclusion of fine motor skills. Psychological Test and Assessment Modeling, 55(3), 274–288.

Stoeger, H., & Ziegler, A. (2013). Deficits in fine motor skills and its influence on persistence among gifted elementary school pupils. Gifted Education International, 29(1), 28–42. https://doi.org/10.1177/0261429412440649

Stoeger, H., & Ziegler, A. (2013). Heterogenität und Inklusion im Unterricht [Heterogeneity and inclusion during classroom instruction]. Schulpädagogik — heute, 7, 1–31.

Ziegler, A., & Stoeger, H. (2013). Bildungs- und Lernkapital: Ein ressourcenorientierter Ansatz [Educational and learning capital: A resource-oriented approach]. Journal für Begabtenförderung, 13(2), 4–13.

Ziegler, A., Stoeger, H., Harder, B., & Balestrini, D. P. (2013). Gifted education in German-speaking Europe. Journal for the Education of the Gifted, 36(3), 384–411. https://doi.org/10.1177/0162353213492247

Aljughaiman, A., Duan, X., Haendel, M., Hopp, M., Stoeger, H., & Ziegler, A. (2012). A cross-cultural study of implicit theories of an intelligent person. Turkish Journal of Giftedness and Education, 2(1), 2–17.

Sontag, C., Stoeger, H., & Harder, B. (2012). The relationship between intelligence and the preference for self-regulated learning: A longitudinal study with fourth-graders. Talent Development and Excellence, 4, 1–22.

Stoeger, H. (2012). Quo vadis, erziehungswissenschaftliche Genderforschung? Fünf Lehren für die nächste Forschungsdekade [Quo vadis, educational gender research? Five lessons for the next decade of research]. Blick in die Wissenschaft, 26, 3–8.

Stoeger, H., & Ziegler, A. (2012). Wie effektiv ist Mentoring? Ergebnisse von Einzelfall- und Meta-Analysen [How effective is mentoring? Results of case studies and meta-analyses]. Diskurs Kindheits- und Jugendforschung, 7, 131–146.

Ziegler, A., Stoeger, H., & Vialle, W. (2012). Giftedness and gifted education: The need for a paradigm change. Gifted Child Quarterly, 56(4), 194–197. https://doi.org/10.1177/0016986212456070

Ziegler, A., Stoeger, H., Vialle, W., & Wimmer, B. (2012). Diagnosis of self-regulated learning profiles. The Australasian Journal of Gifted Education, 21(2), 62–74.

Ziegler, A., Ziegler, A., & Stoeger, H. (2012). Shortcomings of the IQ-based construct of underachievement. Roeper Review, 34(2), 123–132. https://doi.org/10.1080/02783193.2012.660726

Ziegler, A., Stoeger, H., & Grassinger, R. (2011). Actiotope model and self-regulated learning. Psychological Test and Assessement Modeling, 53(1), 161–179.

Goetz, T., Frenzel, A. C., Stoeger, H., & Hall, N. C. (2010). Antecedents of everyday positive emotions: An experience sampling analysis. Motivation and Emotion, 34(1), 49–62. https://doi.org/10.1007/S11031-009-9152-2

Oagra, C., Harder, B., Stoeger, H., & Ziegler, A. (2010). Recent trends in the study of giftedness. Talent Talks, 2, 5–10.

Sontag, C., & Stoeger, H. (2010). Selbstreguliertes Lernen und Hochbegabung [Self-regulated learning and giftedness]. Journal für Begabtenförderung, 10, 6–23.

Stoeger, H. (2010). Modelllernen: Vorbild für das Lernen der Schülerinnen und Schüler sein [Observational learning: Being a role model for schoolchildren]. Schulmagazin 5–10, 6, 11–14.

Stoeger, H., & Sontag, C. (2010). Förderung hochleistender und hochbegabter Mädchen und Frauen [Supporting high-achieving and gifted girls and women]. News & Science, 25(2), 35–40.

Stoeger, H., & Ziegler, A. (2010). Do pupils with differing cognitive abilities benefit similarly from a self-regulated learning training program? Gifted Education International, 26(1), 110–123. https://doi.org/10.1177/026142941002600113

Ziegler, A., Fidelman, M., Reutlinger, M., Vialle, W., & Stoeger, H. (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), 147–163. https://doi.org/10.1080/13598139.2010.528924

Ziegler, A., Schimke, D., Stoeger, H., & Merrotsy, P. (2010). Standards for field evaluations of modifications to educational settings. Problems of Evaluation in the 21st Century, 20, 156–169.

Ziegler, A., & Stoeger, H. (2010). How fine motor skills influence the assessment of high ability and underachievement in math. Journal for the Education of the Gifted, 34(2), 195–219.

Ziegler, A., & Stoeger, H. (2010). Research on a modified framework of implicit personality theories. Learning and Individual Differences, 20(4), 318–326. https://doi.org/10.1016/j.lindif.2010.01.007

Ziegler, A., Stoeger, H., & Grassinger, R. (2010). Diagnostik selbstregulierten Lernens mit dem FSL-7 [Diagnosing self-regulated learning with the FSL-7]. Journal für Begabtenförderung, 10, 24–34.

Martzog, P., Stoeger, H., & Ziegler, A. (2009). Neue empirische Befunde zum Underachievement Hochbegabter [New empirical findings on gifted underachievers]. Heilpädagogik online, 8, 90–112.

Stoeger, H. (2009). Die Identifikation Hochbegabter basierend auf einem systemischen Begabungsansatz und deren Relevanz für Begabte mit heilpädagogischem Förderbedarf [Identifying gifted individuals via a systemic approach and the relevance of the approach for gifted individuals with special educational needs]. Heilpädagogik online, 8, 35–63.

Stoeger, H., & Sontag, C. (2009). Geschlechtsdisparitäten im Bildungsbereich: Die Situation hochleistender und hochbegabter Mädchen und Frauen [Gender disparities in education: The situation of high-achieving and gifted girls and women]. News & Science, 23(3), 27–35.

Ziegler, A., & Stoeger, H. (2009). Begabungsförderung aus einer systemischen Perspektive [Gifted education from a systemic perspective]. Journal für Begabtenförderung, 9(2), 6–31.

Stoeger, H., Schirner, S., & Ziegler, A. (2008) Ist die Identifikation Begabter schon im Vorschulalter möglich? Ein Literaturüberblick [Is the identification of gifted students already possible in primary school? A Literature Review]. Diskurs Kindheits- und Jugendforschung, 3, 7–24.

Stoeger, H., & Ziegler, A. (2008). Evaluation of a classroom-based training to improve self-regulated learning in time management tasks during homework activities with fourth graders. Metacognition and Learning, 3, 207–230. https://doi.org/10.1007/s11409-008-9027-z

Stoeger, H., & Ziegler, A. (2008). High ability assessment. Psychology Science Quarterly, 50(2), 91–96.

Stoeger, H., Ziegler, A., & Martzog, P. (2008). Deficits in fine motor skill as an important factor in the identification of gifted underachievers in primary school. Psychology Science Quarterly, 50(2), 134–147.

Ziegler, A., Dresel, M., & Stoeger, H. (2008). Addressees of performance goals. Journal of Educational Psychology, 100(3), 643–654. https://doi.org/10.1037/0022-0663.100.3.643

Ziegler, A., & Stoeger, H. (2008). Effect 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), 509–531. https://doi.org/10.2466/PR0.102.2.509-531

Ziegler, A., & Stoeger, H. (2008). A learning-oriented subjective action space as an indicator of giftedness. Psychology Science Quarterly, 50(2), 222–237.

Ziegler, A., & Stoeger, H. (2008). Neue Wege in der Hochbegabtenförderung I: Selbstreguliertes Lernen [New directions in the promotion of gifted students I: Self-regulated learning]. Labyrinth, 92, 4–8.

Ziegler, A., Stoeger, H., & Martzog, P. (2008). Feinmotorische Defizite als Ursache des Underachievements begabter Grundschüler [Deficits in fine motor skills as reason for gifted primary students’ underachievement]. Diskurs Kindheits- und Jugendforschung, 3, 53–66.

Rustemeyer, R., & Stoeger, H. (2007). Does hand calculator use explain why university students cannot perform elementary arithmetic? Psychological Reports, 100(3, Part 2), 1270–1273. https://doi.org/10.2466/PR0.100.3.1270-1272

Schimke, D., & Stoeger, H. (2007). CyberMentor: E-Mentoring to strengthen interest and participation of girls in STEM. Science in School, 5(Summer), 41–44.

Schimke, D., & Stoeger, H. (2007). Web-basierte Teilnahme an SchülerInnenwettbewerben als Möglichkeit der Förderung begabter Mädchen im mathematisch-naturwissenschaftlichen Bereich [Web-based participation in students’ competitions as a means of encouraging gifted girls in mathematics and the natural sciences]. Journal für Begabtenförderung, 7(1), 21–28.

Ziegler, A., & Stoeger, H. (2007). Hoch begabt und trotzdem schlecht in der Schule? [So you’re gifted and still struggling in school?]. Grundschule, 10, 20–23.

Dresel, M., Stoeger, H., & Ziegler, A. (2006). Geschlechtsunterschiede bei Leistungsbewertungen und Leistungsaspirationen: Eine Mehrebenenanalyse zu Klassen- und Schulunterschieden bezüglich des Ausmaßes von Geschlechtsdifferenzen [Gender differences concerning achievement assessments and aspirations: A multi-level analysis concerning classroom and school differences]. Psychologie in Erziehung und Unterricht, 53, 44–61.

Stoeger, H. (2006). First steps towards an epistemic learner model. High Ability Studies, 17(1), 17–41. https://doi.org/10.1080/13598130600946988

Stoeger, H. (2006). Identification of giftedness in early childhood. Gifted and Talented International, 21(1), 47–66. https://doi.org/10.1080/15332276.2006.11673465

Stoeger, H., & Ziegler, A. (2006). On the influence of motivational orientations on a training to enhance self-regulated learning skills. Educational Sciences and Psychology, 9, 13–27.

Stoeger, H. (2005). Cross-cultural research: Basic issues, dilemmas and strategies [Book review]. Gifted and Talented International, 20(1), 74–75. https://doi.org/10.1080/15332276.2005.11673442

Stoeger, H., & Ziegler, A. (2005). Motivational orientations and cognitive abilities: An empirical investigation in primary school. Gifted and Talented International, 20(2), 7–18.

Stoeger, H., & Ziegler, A. (2005). Evaluation of an elementary classroom self-regulated learning program for gifted math underachievers. International Education Journal, 6, 261–271.

Stoeger, H., & Ziegler, A. (2005). Praise in gifted education: Analyses on the basis of the actiotope model of giftedness. Gifted Education International, 20(3), 306–329. https://doi.org/10.1177/026142940502000306

Stoeger, H., & Ziegler, A. (2005). Underachievement und Prüfungsangst: Forschungsbefunde und Interventionsmöglichkeiten bei hochbegabten Schülerinnen und Schülern [Underachievement and test anxiety: Empirical research and interventions for gifted students]. Journal für Begabtenförderung, 5(1), 7–19.

Stoeger, H., Ziegler, A., Cozacu, C., & Schimke, D. (2005). CyberMentor: Email-Mentoring für an Mathematik, Informatik, Naturwissenschaften oder Technik interessierte Schülerinnen [CyberMentor: An internet-based mentoring program for girls interested in math and natural sciences]. ADA-Mentoring, 11, 5-9.

Stoeger, H., Ziegler, A., Cozacu, C., & Schimke, D. (2005). E-Mail-Mentoring als Möglichkeit der Frauenförderung [Email mentoring as a possibility for fostering gifted girls]. AKTIV — Frauen in Baden-Württemberg, 27, 5–7.

Stoeger, H. (2004). Interview with Françoys Gagné. High Ability Studies, 15(2), 167–172. https://doi.org/10.1080/1359813042000314754

Stoeger, H., Ziegler, A., & David, H. (2004). What is a specialist? Effects of the male concept of a successful academic person on the performance in a thinking task. Psychology Science, 47(1), 514–530.

Ziegler, A., & Stoeger, H. (2004). Evaluation of an attributional retraining to reduce gender differences in chemistry instruction. High Ability Studies, 15(1), 63–81. https://doi.org/10.1080/1359813042000225348

Ziegler, A., & Stoeger, H. (2004). Identification based on ENTER within the conceptual frame of the Actiotope Model of Giftedness. Psychology Science, 46(3), 324–342.

Ziegler, A., & Stoeger, H. (2004). Test anxiety among gifted students: Causes, indications, and educational interventions for teachers and parents. Journal of the Gifted and Talented Education Council, 17, 29–42.

Stoeger, H. (2003). Praktische Anwendung des ENTER-Modells [Practical application of the ENTER model]. Journal für Begabtenförderung, 3(1), 43–54.

Stoeger, H. (2003). Wie gut stimmen Begabungseinschätzungen von Eltern, Lehrkräften und Schülern mit Intelligenztestergebnissen überein? Eine Untersuchung in vierten Grundschulklassen [To which extent are parental, teacher, and student assessments of giftedness in agreement with intelligence test results? An empirical study in primary school]. LVH aktuell, 10, 5–9.

Ziegler, A., & Stoeger, H. (2003). ENTER: Ein Modell zur Identifikation von Hochbegabten [ENTER: A model to identify gifted students]. Journal für Begabtenförderung, 1, 8–21.

Ziegler, A., & Stoeger, H. (2003). Identification of underachievement with standardized tests, student, parental and teacher assessments: An empirical study on the agreement among various diagnostic sources. Gifted and Talented International, 18(2), 87–94. https://doi.org/10.1080/15332276.2003.11673019

Ziegler, A., Stoeger, H., Grassinger, R., & Finsterwald, M. (2003). Was tun gegen Prüfungsangst? [What can be done about test anxiety?]. LVH aktuell, 10, 9–14.

Stoeger, H., & Ziegler, A. (2002). Warum lernen Schüler und Schülerinnen der gymnasialen Mittelstufe Mathematik und Latein? [Why do secondary school students learn mathematics and Latin?]. Pädagogisches Handeln, 3, 289–309.

Ziegler, A., Grassinger, R., Finsterwald, M., & Stoeger, H. (2002). Praxistipps aus der Forschung: Richtiges Loben [Tips for practitioners from research: How to praise properly]. LVH aktuell, 9, 9–11.

Ziegler, A., & Stoeger, H. (2002). Motivationale Ziele im Mathematikunterricht von MittelstufenschülerInnen am Gymnasium [Motivational goals of secondary school students in mathematics]. Empirische Pädagogik, 16(1), 57–78.

Editorials

Vialle, W., Stoeger, H., & Ziegler, A. (2021). Advanced learning [Guest editorial]. Frontiers in Psychology, 12, Article 712661. https://doi.org/10.3389/fpsyg.2021.712661

Stoeger, H., & Zeidner, M. (2019). Self-regulated learning in gifted, talented, and high-achieving learners [Guest editorial]. High Ability Studies, 30(1-2), 1-8. https://doi.org/10.1080/13598139.2019.1601326

Subotnik, R. F., Assouline, S., Olszewski-Kubilius, P., Stoeger, H., & Ziegler, A. (2019). An introduction to the special issue: A review of European and American perspectives and research on talent development [Guest editorial]. New Directions for Child and Adolescent Development, 168, 7-10. https://doi.org/10.1002/cad.20323

Vialle, W., & Stoeger, H. (2018). Educational and learning capital: Implications for gifted education [Guest editorial]. Journal for the Education of the Gifted, 41(4), 295-297. https://doi.org/10.1177/0162353218807775

Stoeger, H., Olszewski-Kubilius, P., Subotnik, R. F., Assouline, S., McCoach, D. B., & Ziegler, A. (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 I) [Guest editorial]. Gifted Child Quarterly, 61(3), 159-163. https://doi.org/10.1177/0016986217708853

Stoeger, H., Olszewski-Kubilius, P., Subotnik, R. F., Assouline, S., McCoach, D. B., & Ziegler, A. (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) [Guest editorial]. High Ability Studies, 28(1), 1-6. https://doi.org/10.1080/13598139.2017.1306213

Stoeger, H. (2016). Motivational and emotional aspects of high ability (part II) [Guest editorial]. High Ability Studies, 27(1), 1-3. https://doi.org/10.1080/13598139.2016.1212845

Schorer, J., Baker, J., Stoeger, H., & Ziegler, A. (2015). Identifying effective learning environments: Part I [Guest editorial]. Psychological Test and Assessment Modeling, 57(1), 37–39.

Stoeger, H. (2015). Motivational and emotional aspects of high ability (part I) [Guest editorial]. High Ability Studies, 26(2), 191–193. https://doi.org/10.1080/13598139.2015.1114809

Stoeger, H., Baker, J., Schorer, J., & Ziegler, A. (2015). Identifying effective learning environments: Part II [Guest editorial]. Psychological Test and Assessment Modeling, 57(2), 162.

Stoeger, H. (2014). Putting various giftedness models as well as individual aspects of giftedness and performance excellence to the empirical test [Editorial]. High Ability Studies, 25(2), 81–82. https://doi.org/10.1080/13598139.2014.975443

Stoeger, H. (2013). Perceptions of self and others in gifted education and high-achievement domains [Editorial]. High Ability Studies, 24(2), 77–79. https://doi.org/10.1080/13598139.2013.853996

Stoeger, H. (2013). Thinking outside the box: Gifted education, expertise research, and general research on learning [Editorial]. High Ability Studies, 24(1), 1–3. https://doi.org/10.1080/13598139.2013.790644

Stoeger, H. (2012). Do we need a paradigm shift? Arguments for and against a systemic theory of giftedness research and education [Editorial]. High Ability Studies, 23(1), 1–2. https://doi.org/10.1080/13598139.2012.687162

Stoeger, H. (2012). Editorial. High Ability Studies, 23(2), 131-132. https://doi.org/10.1080/13598139.2012.742675

Vialle, W, Stoeger, H, & Ziegler, A (2021). Editorial: Advanced learning. Frontiers in Psychology, 12, Article 712661. https://doi.org/10.3389/fpsyg.2021.712661

Ziegler, A., & Stoeger, H. (2012). Mentoring: Königsweg der Pädagogik oder meist überschätzte Fördermaßnahme? [Mentoring: Royal road of pedagogy or mostly overrated promotional measure?] Diskurs Kindheits- und Jugendforschung, 7, 129–130.

Stoeger, H. (2011). Studies on talent development and expertise in various domains [Editorial]. High Ability Studies, 22(1), 1–2. https://doi.org/10.1080/13598139.2011.592668

Stoeger, H. (2011). Sex-differences and implicit theories in the field of giftedness [Editorial]. High Ability Studies, 22(2), 143–144. https://doi.org/10.1080/13598139.2011.635066

Stoeger, H., & Ziegler, A. (2011). Quantitative approaches to the study of self-regulated learning [Guest editorial]. Psychological Test and Assessment Modeling, 53(1), 49–50.

Fischer, C., & Stoeger, H. (2010). Selbstgesteuertes Lernen [Self-regulated learning] [Editorial]. Journal für Begabtenförderung, 10(1), 4–5.

Stoeger, H. (2010). Editorial. High Ability Studies, 21(1), 1–2. https://doi.org/10.1080/13598139.2010.492673

Stoeger, H. (2009). Editorial. High Ability Studies, 20(1), 1–3. https://doi.org/10.1080/13598130902888367

Stoeger, H., & Ziegler, A. (Eds.). (2009). Systemische Begabungsförderung [Systemic gifted education] [Editorial]. Journal für Begabtenförderung, 9(2), 4–5.

Stoeger, H. (2008). Editorial. High Ability Studies, 19(2), 99–102. https://doi.org/10.1080/13598130802564068

Stoeger, H. (2007). Editorial. High Ability Studies, 18(2), 117–118. https://doi.org/10.1080/13598130701709764

Stoeger, H. (2007). Expertise and giftedness research: Two rivalling approaches with nothing in common or an enhancement of one another? [Editorial]. High Ability Studies, 18(1), 1–2. https://doi.org/10.1080/13598130701350536

Stoeger, H. (2004). Gifted females in mathematics, the natural sciences and technology [Editorial]. High Ability Studies, 15(1), 3–5. https://doi.org/10.1080/1359813042000225302

Ziegler, A., & Stoeger, H. (2004). Editorial commentary. Psychology Science, 46(3), 299–300.

Mönks, F. J., Stoeger, H., & Ziegler, A. (2003). Wichtige Aspekte der Identifikation von Begabungen [Important aspects for identifying gifts] [Editorial]. Journal für Begabtenförderung, 3(1), 4–7.

Special Issues, Edited Volumes, Monographs and Instructional Materials

Stoeger, H., Luo, L., & Rhodes, J. (Eds.) (2023). Effective Mentoring for Youths in Schools and Communities [Special issue]. Journal of Community Psychology, 51(8).

Stoeger, H., Luo, L., & Ziegler, A. (Eds.) (2023). STEMM Excellence [Special issue]. Annals of the New York Academy of Sciences, 1520-1524, 1526-1527, and 1530.

Stoeger, H., & Ziegler, A. (Eds.) (2021). Mentoring: Theoretical Background, Empirical Findings, and Practical Implications [Special issue]. Annals of the New York Academy of Sciences, 1483.

Vialle, W., Stoeger, H., & Ziegler, A. (Eds.) (2021). Advanced Learning [Special issue]. Frontiers in Psychology, 12.

Stoeger, H., Luo, L., & Balestrini, D. P. (2020). Effective and sustainable online mentoring for STEMM talent development: Proceedings of the 2019 Regensburg International Expert Meeting. Global Talent Mentoring.

Stoeger, H., & Zeidner, M. (Eds.) (2019). Self-Regulated Learning in Gifted, Talented, and High-Achieving Learners [Special issue]. High Ability Studies, 30(1/2).

Subotnik, R. F., Assouline, S., Olszewski-Kubilius, P., Stoeger, H., & Ziegler, A. (Eds.) (2019). The Future of Research in Talent Development: Promising Trends, Evidence, and Implications of Innovative Scholarship for Policy and Practice [Special issue]. New Directions for Child and Adolescent Development, 168.

Vialle, W., & Stoeger, H. (Eds.) (2018). Educational and Learning Capital: Implications for Gifted Education [Special issue]. Journal for the Education of the Gifted, 41(4).

Heilemann, M., Stoeger, H., & Ziegler, A. (Eds.) (2018). Lernen im Internet [Learning on the Internet]. LIT.

Stoeger, H., Olszewski-Kubilius, P., Subotnik, R. F., Assouline, S., McCoach, D. B., & Ziegler, A. (Eds.) (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 I) [Special issue]. Gifted Child Quarterly, 61(3).

Stoeger, H., Olszewski-Kubilius, P., Subotnik, R. F., Assouline, S., McCoach, D. B., & Ziegler, A. (Eds.) (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) [Special issue]. High Ability Studies, 28(1).

Stoeger, H., & Ziegler, A. (Eds.) (2016). Soziotope [Sociotopes] [Special issue]. Journal für Begabtenförderung, 16(2).

Stoeger, H. (Ed.) (2016). Motivational and Emotional aspects of High Ability (Part II) [Special issue]. High Ability Studies, 27(1).

Schorer, J., Baker, J., Stoeger, H., & Ziegler, A. (Eds.) (2015). Identifying Effective Learning Environments: Part I [Special issue]. Psychological Test and Assessment Modeling, 57(1).

Stoeger, H. (Ed.) (2015). Motivational and Emotional Aspects of High Ability (Part I) [Special issue]. High Ability Studies, 26(2).

Stoeger, H., Baker, J., Schorer, J., & Ziegler, A. (Eds.) (2015). Identifying Effective Learning Environments: Part II [Special issue]. Psychological Test and Assessment Modeling, 57(2).

Stoeger, H., Ziegler, A., Greindl, T., Heilemann, M., Hopp, M., Schirner, S., Sturm, K., & Zsak, N. (Eds.) (2015). CyberMINT-Communities – Ein netzwerkbasierter Förderansatz [CyberMINT-Communities: A network-based support approach]. Druck Team.

Gruber, H., & Stoeger, H. (Eds.) (2014). Cultures of Expertise: The Social Definition of Individual Excellence [Special issue]. Talent Development and Excellence, 6(1).

Pronold-Günthner, F., Winkler-Theiß, V., Schilcher, A., Pissarek, M., Sontag, C., Steinbach, J., Stoeger, H., Wild, J., & Lichtinger, U. (2014). Burg Adlerstein – Lesetraining. Lehrerband zum Lesetraining [Castle Adlerstein―Reading training: Teachers’ edition for the reading training book]. Westermann.

Stoeger, H., Ziegler, A., Buschhaus, F., Greindl, T., Groß, C., Heilemann, M., Hopp, M., Meierhofer, T., Schirner, S., Sturm, K., Teuffenbach, V., Werner, K., & Zsak, N. (Eds.) (2014). Von CyberMentor zu CyberMINT-Communities: Acht Jahre erfolgreiche MINT-Mädchenförderung [From CyberMentor to CyberMINT Communities: Eight years of successful educational promotion for girls and young women]. Druck Team.

Stoeger, H., Ziegler, A., Greindl, T., Heilemann, M., Neubauer, T., Schirner, S., & Sturm, K. (Eds.) (2014). CyberMentor: E-Mentoring für Mädchen im MINT-Bereich vor dem Hintergrund des Aktiotopansatzes [CyberMentor: Online mentoring for girls and young women in STEM from the perspective of the actiotope approach]. Druck Team.

Harder, B., Stoeger, H., & Ziegler, A. (Eds.) (2013). Bildungs- und Lernkapital [Educational and Learning Capital] [Special issue]. Journal für Begabtenförderung, 13(2).

Phillipson, S. N., Stoeger, H., & Ziegler, A. (Eds.) (2013). Exceptionality in East-Asia: Explorations in the actiotope model of giftedness. Routledge.

Schilcher, A., Stoeger, H., Pissarek, M., Sontag, C., Pronold-Günthner, F., & Steinbach, J. (2013). Burg Adlerstein – Lesetraining. Arbeitsheft [Castle Adlerstein: Reading training: Workbook]. Westermann.

Ziegler, A., Stoeger, H., & Vialle, W. (2013). Learning how to learn through homework: A six-week training program for children in the middle primary years with sample mathematics content. Hawker Brownlow.

Stoeger, H., Aljughaiman, A., & Harder, B. (Eds.). (2012). Talent development and excellence. LIT.

Stoeger, H., Ziegler, A., Greindl, T., Heilemann, M., Neubauer, T., Reutlinger, M., Schirner, S., & Sturm, K. (2012). Erfolgreich in MINT: Mentoring für Mädchen und Frauen [Successful in STEM: Mentoring for girls and women]. Häuser.

Stoeger, H., Ziegler, A., & Heilemann, M. (Eds.) (2012). Mädchen und Frauen in MINT: Bedingungen von Geschlechtsunterschieden und Interventionsmöglichkeiten [Girls and women in STEM: Conditions affecting gender differences and intervention options]. Muenster, Germany: LIT.

Ziegler, A., Fischer, C., Stoeger, H., & Reutlinger, M. (Eds.) (2012). Gifted education as a lifelong challenge: Essays in honour of Franz J. Mönks. LIT.

Ziegler, A., Stoeger, H., & Porath, M. (Eds.) (2012). Quantitative Approaches to the Study of Self-Regulated Learning [Special issue]. Psychological Test and Assessment Modeling, 53(1).

Fischer, C., & Stoeger, H. (Eds.) (2010). Selbstgesteuertes Lernen [Self-Regulated Learning] [Special issue]. Journal für Begabtenförderung, 10(1).

Porath, M., Ziegler, A., & Stoeger, H. (Eds.) (2010). New Approaches to the Study of Self-Regulated Learning [Special issue]. Psychological Test and Assessment Modeling, 52(4).

Stoeger, H., & Ziegler, A. (Eds.) (2009). Systemische Begabungsförderung [Systemic Gifted Education] [Special issue]. Journal für Begabtenförderung, 9(2).

Stoeger, H., Ziegler, A., & Schimke, D. (Eds.) (2009). Mentoring: Theoretische Hintergründe, empirische Befunde und praktische Anwendungen [Mentoring: Theoretical background, empirical results, and practical applications]. Pabst.

Ziegler, A., & Stoeger, H. (Eds.) (2009). Hochbegabtenförderung [Gifted Education] [Special issue]. Heilpädagogik online, 8(2).

Stoeger, H., & Ziegler, A. (2008). (2008). Trainingshandbuch selbstreguliertes Lernen II: Grundlegende Textverständnisstrategien für Schüler der 4. bis 8. Jahrgangsstufe [Training handbook on self-regulated learning II: Basic strategies on text understanding]. Pabst.

Ziegler, A., & Stoeger, H. (2008). Consultancy Services for the Development of Gifted Programs in the United Arab Emirates. Hamdan Award.

Ziegler, A., & Stoeger, H. (Eds.) (2008). High Ability Assessment [Special issue].Psychology Science Quarterly, 50(2).

Ziegler, A., & Stoeger, H. (2007). Pädagogisches Kompaktwissen für Eltern von Schulkindern [Basic educational knowledge for parents of school children]. Pabst.

Ziegler, A., Stoeger, H., & Yamin, T. S. (2007). Masterplan for the development of gifted programs. Hamdan Award.

Ziegler, A., Fitzner, T., Stoeger, H., & Müller, T. (Eds.) (2006). Beyond standards: Hochbegabtenförderung weltweit [Beyond standards: Gifted education around the world]. [CD-ROM]. Evangelische Akademie.

Ziegler, A., & Stoeger, H. (2005). Trainingshandbuch selbstreguliertes Lernen I: Lernökologische Strategien für Schüler der 4. Jahrgangsstufe zur Verbesserung mathematischer Kompetenzen [Training handbook on self-regulated learning I: Homework strategies for primary school students]. Pabst.

Stoeger, H. (Ed.). (2004). Gifted Females in Mathematics, the Natural Sciences and Technology [Special issue]. High Ability Studies, 15(1).

Ziegler, A., & Stoeger, H. (Eds.) (2004). Identification of Gifted Students [Special issue]. Psychology Science, 46(3).

Mönks, F. J., Ziegler, A., & Stoeger, H. (Eds.) (2003). Identifikation von Begabungen [Identification of Gifts] [Special issue]. Journal für Begabtenförderung, 3(1).

Stoeger, H. (2002). Soziale Performanzziele im schulischen Leistungskontext [Social performance goals in educational achievement situations]. Logos.

Chapters in Edited Volumes

Emmerdinger, K., Heyna, K., & Stöger, H. (2024). E-Mentoring: Ein vielversprechendes Format für die Interessens- und Talentförderung junger Menschen [E-mentoring: a promising method for promoting the interests and talents of young people]. In G. Jakob & B. Schüler (Eds.). Patenschaften und Mentoring für Kinder und Jugendliche. Eine neue Kultur des Engagements zur Förderung von Bildung, Teilhabe und Integration (pp. 130-139). Beltz Juventa.

Emmerdinger, K., Uebler, C., Heyna, K., Ziegler, A., & Stöger, H. (2023). MINT-Mädchenförderung durch die Kombination von Online-Expertinnen-Mentoring und schulischer Begleitung [Promoting girls in STEM by combining online-expert-mentoring and school-based support]. In C. Fischer, C. Fischer-Ontrup, F. Käpnick, N. Neuber, & C. Reintjes (Eds.), Potenziale erkennen – Talente entwickeln – Bildung nachhaltig gestalten. Beiträge aus der Begabungsförderung (pp. 211–223). Waxmann. https://doi.org/10.25656/01:28487

Quarda, A.-K., Matthes, B., Emmerdinger, K., Stöger, H., & Ziegler, A. (2023). Individuelle Lernpfade. Ein schulbasiertes 1:1-Mentoring-Programm zur Förderung leistungsstarker und besonders motivierter Schülerinnen und Schüler [Individual learning pathways: A school-based one-on-one mentoring program to support high-performing and highly motivated students]. In C. Fischer, C. Fischer-Ontrup, F. Käpnick, N. Neuber, & C. Reintjes (Eds.), Potenziale erkennen – Talente entwickeln – Bildung nachhaltig gestalten. Beiträge aus der Begabungsförderung (pp. 199–209). Waxmann. https://doi.org/10.25656/01:28487

Ziegler, A., Daunicht, T.-M., Quarda, A.-K., Emmerdinger, K., & Stöger, H. (2022). Das Lernpfadkonzept: Theoretischer Hintergrund und zentrale Konzepte [The learning pathway concept: Theoretical background and central concepts]. In G. Weigand, C. Fischer, F. Käpnick, C. Perleth, F. Preckel, M. Vock, & H.-W. Wollersheim (Eds.), Dimensionen der Begabungs- und Begabtenförderung in der Schule (pp. 381-396). wbv Publikation. https://doi.org/10.3278/9783763967858

Ziegler, A., Nuñez, M., Gläser-Zikuda, M., & Stoeger, H. (2022). Toward inclusive gifted education: Rethinking and redefining the terms heterogeneity, homogeneity, exclusion, and inclusion from the perspective of school pedagogy. In A. Rocha, R. G. Perales, A. Ziegler, J. S. Renzulli, F. Gagné, S. I. Pfeiffer, & T. Lubart (Eds.), A Inclusão Educativa nas Altas Capacidades: Argumentos e Perspetivas (pp. 293-318). ANÉIS.

Stoeger, H., Balestrini, D. P., & Steinbach, J. (2021). Self-regulated learning for high-ability and high-achieving students in mixed-ability classrooms throughout the Asia-Pacific. In S. R. Smith (Ed.), Handbook of Giftedness and Talent Development in the Asia-Pacific (pp. 291-318). Springer Nature. https://doi.org/10.1007/978-981-13-3041-4

Stöger, H., Balestrini, D. P. & Ziegler, A. (2021). Selbstreguliertes Lernen für hochbegabte und hochleistende Schüler/innen in leistungsheterogenen Lerngruppe [Self-regulated learning for gifted and high-achieving students in heterogeneous learning groups]. In V. Müller-Oppliger & G. Weigand (Eds.), Handbuch Begabung (pp. 390-401). Beltz.

Ziegler, A., Emmerdinger, K., Gryc, K., Hopp, M. & Stöger, H. (2021). Theoretische Grundlagen von Mentoring in der Begabungs- und Talentförderung [Theoretical foundations of mentoring in the promotion of talent and talent development]. In V. Müller-Oppliger & G. Weigand (Eds.), Handbuch Begabung (pp. 528-545). Beltz.

Stoeger, H., Emmerdinger, K. & Ziegler, A. (2020). Teilprojekt 21: Individualisierung durch Mentoring: Praktische Umsetzung und Erforschung verschiedener Konzepte im schulischen Kontext [Component project 21: Individualization through mentoring: Implementing and investigating different concepts in the school context]. In G. Weigand, C. Fischer, F. Käpnick, C. Perleth, F. Preckel, M. Vock, & H.-W. Wollersheim (Eds.), Leistung macht Schule (pp. 213-223). Beltz.

Heilemann, M., Mader, M., Balestrini, D. P., & Stoeger, H. (2019). Empirische Befunde zu Mentoring und ihre Bedeutung für die Begabtenförderung an Hochschulen [Empirical findings on mentoring and their significance for the promotion of gifted students at universities]. In ÖZBF (Ed.), Mentoring an Hochschulen (pp. 19-32). Österreichisches Zentrum für Begabtenförderung und Begabungsforschung.

Stoeger, H., Heilemann, M., Emmerdinger, K., & Ziegler, A. (2019). Online-Mentoring als Unterstützung für Schülerinnen bei der Studien- und Berufswahl in MINT: Das Beispiel CyberMentor [Online mentoring as support for schoolgirls in their academic and career choices in STEM: The example of CyberMentor]. In A. Hillburger-Slama (Ed.), Medialisierung in der Schulberatung. (pp. 128-141). MGO-Fachverlage.

Pufke, E., Schirner, S., Höldrich, A., Kirr, C., & Stoeger, H. (2019). Professionalisierung von Praktikumslehrkräften [Professionalization of internship teachers]. In M. Syring & S. Weiß (Eds.). Lehrer(in) sein – Lehrer(in) werden – die Profession professionalisieren (pp. 181-194). Julius Klinkhardt.

Stoeger, H. (2019). Lernstrategien [Learning strategies]. In E. Kiel, B. Herzig, U. Maier, & U. Sandfuchs (Eds.). Handbuch Unterrichten in allgemeinbildenden Schulen (pp. 350-359). Julius Klinkhardt.

Greindl, T., Heilemann, M., Stoeger, H., & Ziegler, A. (2018). E-Mentoring als Möglichkeit interaktiven Lernens im Internet: Das Beispiel CyberMentor [E-mentoring as a means of interactive learning on the Internet: The example of CyberMentor]. In M. Heilemann, H. Stoeger, & A. Ziegler (Eds.), Lernen im Internet (pp. 133-164). LIT.

Ziegler, A., Balestrini, D. P., & Stoeger, H. (2018). An international view on gifted education: Incorporating the macro-systemic perspective. In S. I. Pfeiffer (Ed.), Handbook of Giftedness in Children (pp. 15-28). Springer.

Balestrini, D. P., & Stoeger, H. (2017). Alltagstheorien zu Hochleistungen in Ostasien [Laypersons’ theories about high achievements in East Asia]. In C. Fischer, C. Fischer-Ontrup, F. Käpnick, F.-J. Mönks, N. Neuber, & C. Solzbacher (Eds.), Potenzialentwicklung. Begabungsförderung. Bildung der Vielfalt (pp. 197-207). Waxmann.

Berkemeier, A., Grabowski, J., Schilcher, A., & Stoeger, H. (2017). Der Transfer von Projektergebnissen in Unterrichtspraxis und Hochschullehre [The transfer of project results into classroom practice and college instruction]. In M. Becker-Mrotzek & H.-J. Roth (Eds.), "Blick zurück, Blick nach vorn" Perspektiven für sprachliche Bildung in Lehrerbildung und Forschung (pp. 53-57). Bloch & Co.

Jeuk, S., Schilcher, A., Stoeger, H., Hiller, F., & Wild, J. (2017). Herausforderungen und Chancen der Zusammenarbeit von Forschungs- und Bildungsinstitutionen: Über die Schwierigkeit, Daten an Schulen zu erheben. [Challenges and chances for the cooperation between research and education insitutions: The problem of collecting data in schools] In M. Becker-Mrotzek & H.-J. Roth (Eds.), "Blick zurück, Blick nach vorn" Perspektiven für sprachliche Bildung in Lehrerbildung und Forschung (pp. 21-25). Bloch & Co.

Knott, C., Schilcher, A., & Stoeger, H. (2017). Entwicklung und Evaluation von Material zur Sprachförderung. [Design and evaluation of material for language training] In M. Becker-Mrotzek & H.-J. Roth (Eds.), "Blick zurück, Blick nach vorn" Perspektiven für sprachliche Bildung in Lehrerbildung und Forschung (pp. 48-52). Bloch & Co.

Kuhlmann, J. M., Matthes, B., & Stoeger, H. (2017). Lernförderliche und lernhinderliche Umwelten: Ausführungen auf Basis des Soziotopansatzes [Environments that facilitate and hinder learning: Explanations derived from the sociotope approach]. In C. Fischer, C. Fischer-Ontrup, F. Käpnick, F.-J. Mönks, N. Neuber, & C. Solzbacher (Eds.), Potenzialentwicklung: Begabungsförderung: Bildung der Vielfalt (pp. 259-269). Waxmann.

Obergrießer, S., Schiller, K., & Stoeger, H. (2017). Lern- und Leistungsemotionen und der Einsatz von Lernstrategien bei Hochbegabten [Learning and achievement emotions and the application of learning strategies among gifted students]. In C. Fischer, C. Fischer-Ontrup, F. Käpnick, F.-J. Mönks, N. Neuber, & C. Solzbacher (Eds.), Potenzialentwicklung. Begabungsförderung. Bildung der Vielfalt (pp. 119-135). Waxmann.

Stoeger, H., Balestrini, D. P., & Ziegler, A. (2017). International perspectives and trends in research on giftedness and talent development. In S. Pfeiffer, M. Foley-Nicpon, & E. Shaunessy-Dedrick (Eds.), APA handbook of giftedness and talent (pp. 25-39). American Psychological Association.

Stoeger, H., Debatin, T., & Ziegler, A. (2017). Erste Schritte zu einer systemischen Begabungsdiagnostik: Ein Paradigmenwechsel von der Potenzialfeststellung zur Exzellenzvorhersage [First steps towards systemic giftedness diagnostics: A paradigm shift from ascertaining potential to predicting excellence]. In U. Trautwein & M. Hasselhorn (Eds.), Begabungen und Talente: Test und Trends: Jahrbuch der pädagogisch-psychologischen Diagnostik (pp. 31-48). Hogrefe.

Ziegler, A., Stoeger, H., & Balestrini, D. P. (2017). Systemic gifted education. In J. R. Cross, C. O’Reilly, & T. L. Cross (Eds.), Providing for the special needs of students with gifts and talents (pp. 15-55). CTYI Press.

Stoeger, H., Steinbach, J., & Obergiesser, S. (2015). Developing self-regulated learning skills in (gifted) students: A research program. In C. Fischer & C. Fischer (Eds.), Giftedness across the lifespan (pp. 385-409). LIT.

Ziegler, A., Stoeger, H., Vladut A., & Zirkelbach D. (2015). Bildungs- und Lernkapital [Educational and learning capital]. In C. Fischer & C. Fischer (Eds.), Giftedness across the lifespan (pp. 265-273). LIT.

Stoeger, H., Schirner; S., Heilemann, M., Greindl, T., & Dutschmann, N. (2014). CyberMentor: Ein E-Mentoring-Programm für MINT-interessierte Schülerinnen [CyberMentor: An e-mentoring program for STEM-interested students]. In Stiftung für Hochbegabte Kinder (Ed.), Jahresbericht 2014. Stiftung für hochbegabte Kinder (pp. 6-9).

Buschhaus, F., Werner, K., Stoeger, H., & Ziegler, A. (2013). Online-Wege zur Begabtenförderung: E-Mentoring für Mädchen im MINT-Bereich [Doing gifted education online: E-mentoring for girls and young women in STEM]. In ABB e.V. (Ed.), ABB Information: Jahresheft 2013 (pp. 18–26). Universität Rostock, Institut für pädagogische Psychologie.

Greindl, T., Schirner, S., Stoeger, H., & Ziegler, A. (2013). The effectiveness of a one-year web-based mentoring program for girls in STEM. In Proceedings of the IADIS International Conference Web Based Communities and Social Media 2013 (pp. 107–109).

Heilemann, M., Stoeger, H., & Ziegler, A. (2013). Language use and its influence in an e-mentoring community for girls in STEM. In Proceedings of the IADIS International Conference Web Based Communities and Social Media 2013 (pp. 110–112).

Stoeger, H. (2013). Support-oriented identification of gifted students in East Asia according to the actiotope model of giftedness. In S. N. Phillipson, H. Stoeger, & A. Ziegler (Eds.), Exceptionality in East-Asia: Explorations in the actiotope model of giftedness (pp. 188–211). Routledge.

Heilemann, M., Hackl, J., Neubauer, T., & Stoeger, H. (2012). Die Darstellung von Mädchen und Frauen in den Medien [The depiction of girls and women in the media]. In H. Stoeger, A. Ziegler, & M. Heilemann (Eds.), Mädchen und Frauen in MINT: Bedingungen von Geschlechtsunterschieden und Interventionsmöglichkeiten (pp. 77–102). LIT.

Martzog, P., Chen, W., Stoeger, H., Shi, J., & Ziegler, A. (2012). Specifying relations between fine motor skills and cognitive abilities: A cross-cultural study. In H. Stoeger, A., Aljughaiman, & B. Harder (Eds.), Talent development and excellence (pp. 135–154). LIT.

Schmirl, J., Pufke, E., Schirner, S., & Stoeger, H. (2012). Das Zusammenspiel geschlechterspezifischer Erwartungen, Einstellungen und Verhaltensweisen von Lehrkräften und Schülerinnen im MINT-Unterricht [The interplay of gender-specific expectations, attitudes, and behaviors on teachers and pupils in STEM classes]. In H. Stoeger, A. Ziegler, & M. Heilemann (Eds.), Mädchen und Frauen in MINT: Bedingungen von Geschlechtsunterschieden und Interventionsmöglichkeiten (pp. 59–75). LIT.

Sontag, C., Harder, B., Stoeger, H., & Ziegler, A. (2012). The smarter the more self-regulated? A study on the relationship between intelligence and self-regulated learning. In H. Stoeger, A. Aljughaiman, & B. Harder (Eds.), Talent development and excellence (pp. 191–209). LIT.

Stoeger, H. (2012). Die Förderung eines funktionalen Subjektiven Handlungsraums [Encouraging a functional subjective action space]. In C. Fischer, C. Fischer-Ontrup, F. Käpnick, F. J. Mönks, H. Scheerer, & C. Solzbacher (Eds.), Individuelle Förderung multipler Begabungen (pp. 189–204). LIT.

Stoeger, H. (2012). Learning as a creative process. In A. G. Tan (Ed.), Creativity, talent and excellence (pp. 3–11). Springer.

Stoeger, H., & Sontag, C. (2012). How gifted students learn: A literature review. In A. Ziegler, C. Fischer, H. Stoeger, & M. Reutlinger (Eds.), Gifted education as a lifelong challenge: Essays in honour of Franz J. Mönks (pp. 315–336). LIT.

Stoeger, H., Sontag, C., & Greindl, T. (2012). Selbstreguliertes Lesen mit Sachtexten: Ein Trainingsprogramm [Self-regulated reading with non-fiction texts: A training program]. In M. Philipp & A. Schilcher (Eds.), Selbstreguliertes Lesen — ein Überblick über wirksame Leseförderansätze (pp. 139–157). Friedrich.

Ziegler, A., Grassinger, R., Stoeger, H., & Harder, B. (2012). Das Beratungskonzept der Landesweiten Beratungs- und Forschungsstelle für Hochbegabung (LBFH) [The counseling concept of the state-wide office for giftedness counseling and research (LBFH)]. In A. Ziegler, R. Grassinger, & B. Harder (Eds.), Konzepte der Hochbegabtenberatung in der Praxis (pp. 247–267). LIT.

Gruber, H., & Stoeger, H. (2011). Experten-Novizen-Paradigma [The expert–novice paradigm]. In E. Kiel & K. Zierer (Eds.), Basiswissen Unterrichtsgestaltung: Band 2: Unterrichtsgestaltung als Gegenstand der Wissenschaft (pp. 247–264). Schneider Verlag Hohengehren.

Stoeger, H. (2011). The troubled genius: Myths and facts. In A. Ziegler & C. Perleth (Eds.), Excellence: Essays in honour of Kurt A. Heller (pp. 76–93). LIT.

Stoeger, H., & Gruber, H. (2011). Lernvoraussetzungen von Schülern [Pupils’ requirements for effective learning]. In E. Kiel & K. Zierer (Eds.), Basiswissen Unterrichtsgestaltung: Band 2: Unterrichtsgestaltung als Gegenstand der Wissenschaft (pp. 265–283). Schneider Verlag Hohengehren.

Stoeger, H., & Sontag, C. (2011). Geschlechtsunterschiede im Bildungsbereich: Empirische Befunde und praktische Handlungsmöglichkeiten. [Gender differences in education: Empirical results and practical options] In ÖZBF (Ed.), Begabung — Wissen — Werte: Wege zur Leistungsexzellenz [CD-ROM]. Österreichisches Zentrum für Begabtenförderung und Begabungsforschung.

Stoeger, H., Sturm, K., Heilemann, M., Pufke, E., Schirner, S., Reutlinger, M., & Ziegler, A. (2011). CyberMentor: E-Mentoring für begabte Mädchen in MINT [CyberMentor: E-mentoring for gifted girls in STEM]. In ÖZBF (Ed.), Begabung — Wissen — Werte. Wege zur Leistungsexzellenz [CD-ROM]. Österreichisches Zentrum für Begabtenförderung und Begabungsforschung.

Stoeger, H., & Ziegler, A. (2011). Self-regulatory training through elementary-school students’ homework completion. In B. J. Zimmerman & D. H. Schunk (Eds.), Handbook of self-regulation of learning and performance (pp. 87–101). Routledge.

Ziegler, A., & Stoeger, H. (2011). Expertisierung als Adaptions- und Regulationsprozess: Die Rolle von Bildungs- und Lernkapital [Expertization as a process of adaptation and regulation: The role of educational and learning capital]. In M. Dresel & L. Lämmle (Eds.), Motivation, Selbstregulation und Leistungsexzellenz (pp. 131–152). LIT.

Stoeger, H. (2010). Creativity in the making: Developing self-regulatory learning skills in pupils. In A.-G. Tan (Ed.), Creativity in business and education: Interdisciplinary and intercultural aspects (pp. 12–23). National Institute of Education (Singapore).

Ziegler, A., Schirner, S., Schimke, D., & Stoeger, H. (2010). Systemische Mädchenförderung in MINT: Das Beispiel CyberMentor [Systemic promotion of girls in STEM: The example of CyberMentor]. In C. Quaiser-Pohl & M. Endepohls-Ulpe (Eds.), Bildungsprozesse im MINT-Bereich (pp. 109–126). Waxmann.

Ziegler, A., & Stoeger, H. (2010). Identification of underachievement: An empirical study on the agreement among various diagnostic sources. In K. A. Heller (Ed.), Munich Studies of Giftedness (pp. 203–216). LIT.

Schimke, D., Stoeger, H., & Ziegler, A. (2009). Evaluating the use of social visualization within virtual communities. In D. Akoumianakis (Ed.), Virtual community practices and social interactive media: Technology lifecycle and workflow analysis (pp. 145–163). IGI Global.

Schimke, D., Stoeger, H., & Ziegler, A. (2009). Prädiktoren einer langfristigen Teilnahme an einem E-Mentoring-Programm [Predictors of long-term participation in an e-mentoring program]. In H. Stoeger, A. Ziegler, & D. Schimke (Eds.), Mentoring: Theoretische Hintergründe, empirische Befunde und praktische Anwendungen (pp. 245–269). Pabst.

Stoeger, H. (2009). E-Mentoring: Eine spezielle Form des Mentoring [E-mentoring: A special form of mentoring]. In H. Stoeger, A. Ziegler, & D. Schimke (Eds.), Mentoring: Theoretische Hintergründe, empirische Befunde und praktische Anwendungen (pp. 227–245). Pabst.

Stoeger, H. (2009). The history of giftedness research. In L. V. Shavinia (Ed.), International Handbook on Giftedness (pp. 17–38). Springer.

Stoeger, H. (2009). Wissenschaftliche Befunde und Praxistipps zur Identifikation begabter Underachiever und Achiever [Scientific results on and practice tips for identifying gifted underachievers and achievers]. In ÖZBF (Ed.), Begabt — Begabend verausgabt? Begabte(n)förderer im Spannungsfeld vielfältiger Herausforderungen [CD-ROM]. Österreichisches Zentrum für Begabtenförderung und Begabungsforschung.

Stoeger, H. (2009). Das verhaltensauffällige Genie in seinem Lernumfeld [The asocial genius and his or her learning environment]. In F. Oswald, B. Seyr, & S. Weyringer (Eds.), ECHA Österreich — Ein Markenzeichen für Begabungsförderung und Schulentwicklung (pp. 90–111). LIT.

Stoeger, H. (2009). Identification of giftedness in early childhood. In D. Eyre (Ed.), Gifted and talented education (pp. 354–383). Routledge.

Stoeger, H. (2009). The one-sigma problem: The impact of beliefs on intelligence, achievement and creativity. In J. Shi (Ed.), Cultivation and education of creativity and innovation (pp. 85–96). CIECI.

Stoeger, H., Sontag, C., & Ziegler, A. (2009). Selbstreguliertes Lernen in der Grundschule [Self-regulated learning in grade school]. In F. Hellmich & S. Wernke (Eds.), Lernstrategien im Grundschulalter (pp. 91–105). Kohlhammer.

Stoeger, H., & Ziegler, A. (2009). Chemistry curriculum, gifted. In B. Kerr (Ed.), Encyclopedia of giftedness, creativity, and talent (pp. 127–129). Sage.

Stoeger, H., & Ziegler, A. (2009). Praise in gifted education: Analyses on the basis of the actiotope model of giftedness. In D. Eyre (Ed.), Gifted and talented education (pp. 226–253). Routledge.

Ziegler, A., Schimke, D., & Stoeger, H. (2009). Wo steht die Mentoringforschung im Hype-Zyklus? Resultate eines Literaturüberblicks [Where is mentoring research in the hype-cycle? Results of a literature review]. In H. Stoeger, A. Ziegler, & D. Schimke (Eds.), Mentoring: Theoretische Hintergründe, empirische Befunde und praktische Anwendungen (pp. 319–331). Pabst.

Ziegler, A., & Stoeger, H. (2009). Identification of underachievement: An empirical study on the agreement among various diagnostic sources. In D. Eyre (Ed.), Gifted and talented education (pp. 389–405). Routledge

Ziegler, A., Ziegler, A., & Stoeger, H. (2009). Underachievement. In F. Oswald, B. Seyr, & S. Weyringer (Eds.), ECHA Österreich: Ein Markenzeichen für Begabungsförderung und Schulentwicklung (pp. 112–132). LIT.

Stoeger, H. (2008). Converging goals but conflicting actions: Motoric deficits contribute to the underachievement of gifted students. In J. M. Raffan & J. Fortikova (Eds.), From giftedness in childhood to successful intelligence in adulthood (pp. 148–156). Triton.

Stoeger, H. (2008). Underachievement: Its causes, how to prevent it and effective interventions. In J. Shi (Ed.), Research on and education of gifted and talented children (pp. 115–133). CAS.

Stoeger, H. (2008). Wissenschaftliche Befunde und Praxistipps zur Identifikation begabter Achiever und Underachiever [Research and practice tips for identifying gifted achievers and underachievers]. In ÖZBF (Ed.), Begabt — Begabend verausgabt: Begabte(n)förderer im Lichte vielfältiger Herausforderungen (pp. 55–65) 6. Internationaler ÖZBF-Kongress 2009 [CD-ROM]. Österreichisches Zentrum für Begabtenförderung und Begabungsforschung.

Schimke, D., Stoeger, H., & Ziegler, A. (2007). The relationship between social presence and group identification within online communities and its impact on the success of online communities. In D. Schuler (Ed.), LNCS 4564: Online communities and social computing: Proceedings of the human computer interaction international 2007 (pp. 160–168). Springer.

Stoeger, H. (2007). Förderung von Selbstvertrauen, selbst wahrgenommener Eignung für verschiedene Studienfächer, Interessen und Wahlverhalten durch Rollenmodelle [Increasing confidence in one’s own abilities and choice behavior with the help of role models]. In P. Ludwig & H. Ludwig (Eds.), Erwartungen in himmelblau und rosarot: Auslöser lebenslanger Geschlechterdifferenzen im Lernen? (pp. 157–175). Juventa.

Stoeger, H. (2007). Berufskarrieren begabter Frauen [Careers of gifted women]. In K. A. Heller & A. Ziegler (Eds.), Begabt sein in Deutschland (pp. 265–293). LIT.

Stoeger, H., Frey, D., Rosenstiel, L. v., & Jonas, E. (2007). Nachentscheidungsphase [The post-decisional phase]. In L. v. Rosenstiel & D. Frey (Eds.), Enzyklopädie der Psychologie: Marktpsychologie (pp. 235–292). Hogrefe.

Stoeger, H., & Ziegler, A. (2007). Trainingsprogramm zur Verbesserung lernökologischer Strategien im schulischen und häuslichen Lernkontext [A training program to improve homework behavior]. In B. Schmitz & M. Landmann (Eds.), Selbstregulation erfolgreich fördern: Praxisnahe Trainingsprogramme für effektives Lernen (pp. 89–110). Kohlhammer.

Ziegler, A., Grassinger, R., & Stoeger, H. (2007). Wie lobt man begabte Schüler richtig? Theoretische Hintergründe und Vorschläge für die Praxis [On how to properly praise gifted pupils: Theoretical background and suggestions for practitioners]. In W. Endres (Ed.), Lernen lernen: Wie stricken ohne Wolle? 13 Experten streiten über Konzepte und Modelle zur Lernmethodik (pp. 77–103). Beltz.

Ziegler, A., & Stoeger, H. (2007). The role of counseling in the development of gifted students’ actiotopes: Theoretical background and exemplary application of the 11-SCC. In S. Mendaglio & J. S. Peterson (Eds.), Models of counseling gifted children, adolescents, and young adults (pp. 253–283). Prufrock.

Ziegler, A., & Stoeger, H. (2007). The Germanic view of giftedness. In N. S. Phillipson & M. McCann (Eds.), Conceptions of giftedness: Socio-cultural perspectives (pp. 65–98). Elsevier Science.

Ziegler, A., & Stoeger, H. (2007). Selbstreguliertes Lernen in der Hochbegabtenförderung [Self-regulated learning in the promotion of gifted students]. In Akademie für Lehrerfortbildung und Personalführung Dillingen (Ed.), Begabungen entfalten: Hochbegabte in der Schule individuell fördern Akademiebericht Nr. 429 (pp. 1–13) [CD-ROM]. Akademie für Lehrerfortbildung und Personalführung.

Kübler, T., Stoeger, H., Ziegler, A., & Zimmer, M. (2006). Förderung epistemischer Überzeugungen [Fostering epistemic beliefs]. In E. Mittag, E. Sticker, & K. Kuhlmann (Eds.), Leistung: Lust und Last (pp. 278–284). Deutscher Psychologen Verlag.

Peus, C., Frey, D., & Stoeger, H. (2006). Die Theorie der kognitiven Dissonanz [The theory of cognitive dissonance]. In D. Frey & H.-W. Bierhoff (Eds.), Handbuch der Sozialpsychologie und Kommunikationspsychologie (pp. 373–379). Hogrefe.

Schimke, D., Cozacu, C., Stoeger, H., & Ziegler, A. (2006). Development of a community platform for girls interested in STEM. In E. Auer (Ed.), Proceedings of the international conference Interactive Computer Aided Learning ICL 2006. University Press.

Stoeger, H., Merz, D., Schleiffer, M., & Ziegler, A. (2006). Influence of epistemic beliefs in coming to terms with success and failure. In C. C. Kuo & Y.-S. Gou (Eds.), Meeting unique needs of the gifted (pp. 343–352). NTNU.

Stoeger, H., Schimke, D., Cozacu, C., & Ziegler, A. (2006). CyberMentor: An internet-based mentoring program designed to advance the actiotopes of gifted girls in the area of mathematics and the natural sciences. In C. C. Kuo & Y.-S. Gou (Eds.), Meeting unique needs of the gifted (pp. 199–205). NTNU.

Stoeger, H., Ziegler, A., Schimke, D., & Cozacu, C. (2006). Empirical examination of a one-year mentoring program for gifted girls in the fields of mathematics and the natural sciences. In K. Tirri (Ed.), Values and foundations in gifted education (pp. 127–138). Peter Lang.

Ziegler, A., Fitzner, T., Stoeger, H., & Müller, T. (2006). Bildungspolitische Empfehlungen zur Hochbegabtenförderung in Deutschland [Suggestions for education policy concerning gifted promotion in Germany]. In A. Ziegler, T. Fitzner, H. Stoeger, & T. Müller (Eds.), Beyond standards: Hochbegabtenförderung weltweit [CD-ROM]. Akademie Multimedia.

Ziegler, A., & Stoeger, H. (2006). Trainingsprogramm zur Verbesserung selbstregulierten Lernens [A training program to improve self-regulated learning]. In E. Mittag, E. Sticker, & K. Kuhlmann (Eds.), Leistung:Lust und Last (pp. 380–388). Deutscher Psychologen Verlag.

Lupart, J., & Stoeger, H. (2004). Gender differences among the gifted and ways to increase the representation of women in science. In J. Tourón (Ed.), Educational technology for gifted education from information age to knowledge era (pp. 24–31). University Press.

Stoeger, H., & Ziegler, A. (2004). Selbstreguliertes Lernen im Mathematikunterricht. Ein Trainingsprogramm für GymnasiastInnen der 6. und 7. Jahrgangsstufe [Self-regulated learning in mathematics: A training program for high achievers in grade 6 and 7]. In C. A. von Gleichenstein (Ed.), Schulpsychologie als Brücke zwischen Familie und Schule (pp. 11-21) Deutscher Psychologen Verband.

Stoeger, H., & Ziegler, A. (2004). Differential effects of motivational orientations on self-confidence and helplessness among high achieving and underachieving boys and girls. In J. Tourón (Ed.), Educational technology for gifted education from information age to knowledge era (pp. 10–17). University Press.

Stoeger, H., & Ziegler, A. (2004). Evaluation of a training to improve self-regulated learning among gifted girls. In S. Cho & J. D. Ha (Eds.), Rebirth of giftedness in the trans-modern society: "Vision, values and leadership." Proceedings of the Eighth Asia-Pacific Conference in Leadership in South Korea (pp. 115-121). APF.

Ziegler, A., & Stoeger, H. (2004). The actiotope model of giftedness: How to identify underachievement: A comparison of different approaches. In S. Cho & J. D. Ha (Eds.), Rebirth of giftedness in the trans-modern society: "Vision, values and leadership." Proceedings of the Eighth Asia-Pacific Conference in Leadership in South Korea (pp. 109–114). APF.

Ziegler, A., Stoeger, H., & Dresel, M. (2004). Selbstreguliertes Lernen [Self-regulated learning]. In C. A. von Gleichenstein (Ed.), Schulpsychologie als Brücke zwischen Familie und Schule (pp. 23-32). Deutscher Psychologen Verband.

Ziegler, A., Stoeger, H., & Mundi, M. (2004). The epistemic learner model. In J. Tourón (Ed.), Educational technology for gifted education from information age to Knowledge era (pp. 13–20). University Press.

Stoeger, H., & Ziegler, A. (2003). Motivation [Motivation]. In S. Preiser (Ed.), Pädagogische Psychologie: Psychologische Grundlagen von Erziehung und Unterricht (pp. 125–147). Juventa.

Stoeger, H., & Ziegler, A. (2003). Living in harmony? Causes of deviation among different indicators of giftedness. In F. J. Mönks. & H. Wagner (Eds.), Development of human potential: Investment into our Future (pp. 30–33). K.H. Bock.

Stoeger, H., & Ziegler, A. (2003). Evaluation of an attributional retraining (modeling technique) to reduce gender differences in the subject of chemistry instruction between boys and girls who are gifted in the natural sciences. In K. K. Urban & J. A. Leroux (Eds.), Gifted 2003: A celebration down under (pp. 29–36). Otra.

Ziegler, A., & Stoeger, H. (2003). The ENTER model for the identification of talented persons. In K. K. Urban & J. A. Leroux (Eds.), Gifted 2003: A celebration down under (pp. 101–107). Otra.

Ziegler, A., & Stoeger, H. (2003). Unterrichten [Classroom instruction]. In S. Preiser (Ed.), Pädagogische Psychologie: Psychologische Grundlagen von Erziehung und Unterricht (pp. 271–321). Juventa.

Stoeger, H., Schober, B., & Ziegler, A. (2001). Mathematikunterricht und Motivation: Eine Befragung von Eltern mono- und koedukativ unterrichteter Mädchen [Mathematics instruction and motivation: A survey of parents of girls taught in single-sex and coeducational settings]. In C. Hanckel, B. Jötten, & K. Seifried (Eds.), Schule zwischen Realität und Vision (pp. 249–256). Deutscher Psychologen Verlag.

Stoeger, H., & Ziegler, A. (2001). Die Spezifität motivationaler Ziele [The specificity of motivational goals]. In A. C. Zimmer et al. (Eds.), Experimentelle Psychologie im Spannungsfeld von Grundlagenforschung und Anwendung (pp. 639–654). Unidruck.

Ziegler, A., David, H., & Stoeger, H. (2000). Consequences of the male stereotype of an academically successful person for thinking. In H. Metz-Göckel, B. Hannover, & S. Leffelsend (Eds.), Selbst, Motivation und Emotion (pp. 139–149). Logos.

Other Publications

Ziegler, A., & Stoeger, H. (2019). Gifted Identification Kit 11–12 for the United Arab Emirates. Hamdan Foundation.

Ziegler, A., & Stoeger, H. (2018). Gifted Identification Kit 9–10 for the United Arab Emirates. Hamdan Foundation.

Ziegler, A., & Stoeger, H. (2017). Gifted Identification Kit 7–8 for the United Arab Emirates. Hamdan Foundation.

Ziegler, A., & Stoeger, H. (2016). Gifted Identification Kit 4–6 for the United Arab Emirates. Hamdan Foundation.

Schimke, D., Heilemann, M., & Stoeger, H. (2009). Why do you want to be a member of this online community? Reasons for joining an e-mentoring community. Supplementary proceedings of the 11th European Conference on Computer Supported Cooperative Work, 19-20.

Stoeger, H., Ziegler, A., Schimke, D., & Cozacu, C. (2007). Abschlussbericht des Projekt Cybermentor [Final report on the Cybermentor project]. Universität Ulm, Seminar für Pädagogik.

Dresel, M., Stoeger, H., & Ziegler, A. (2005). Klassen- und Schuleffekte bei Geschlechtsunterschieden im schulischen Leistungsbereich [Classroom and school effects on gender differences in educational achievement settings] (Ulmer Forschungsberichte aus der Pädagogischen Psychologie Nr. 12). Universität Ulm, Abteilung Pädagogische Psychologie.

Thumser, K., & Stoeger, H. (2005). Pädagogisch-didaktische Betreuung von Tutorien der praktischen Informatik [Pedagogical and didactical supervision of tutors in information technology at the University of Ulm] (Evaluationsergebnisse und analytischer Abschlussbericht Sommersemester 2005). Universität Ulm: Abteilung Pädagogische Psychologie.

Dresel, M., Stoeger, H., & Ziegler, A. (2004). Lernstrategiegebrauch in Abhängigkeit von Bildungsgängen und Jahrgangsstufen in der Sekundarstufe [The use of learning strategies depending on grade and form of secondary education]. (Ulmer Forschungsberichte aus der Pädagogischen Psychologie Nr. 11). Universität Ulm, Abtteilung Pädagogische Psychologie.

Thumser, K., & Stoeger, H. (2004). Evaluation des Tutorentrainings der praktischen Informatik im Wintersemester 2003/2004 [Pedagogical and didactical supervision of tutors in information technology at the University of Ulm in the Winter Semester 2003–2004]. Universität Ulm, Abteilung Pädagogische Psychologie.

Thumser, K., & Stoeger, H. (2004). Pädagogisch-didaktische Betreuung von Tutorien der praktischen Informatik: Analytischer Abschlussbericht Sommersemester 2004 [Pedagogical-didactical supervision of tutoring in information technology: Analytical final report for the Sommer Semester 2004]. Universität Ulm, Abteilung Pädagogische Psychologie.

Pädagogische Kommission des Landesgymnasiums Schwäbisch Gmünd (2003). Pädagogische Konzeption des Landesgymnasiums für Hochbegabte mit Internat (LGH) des Landes Baden-Württemberg in der Fassung vom 14.2.2003 [Educational concept of the Residential University-Track High School for the Gifted of the State of Baden-Württemberg of 14 February 2003]. ABB-Information, Rundbrief des Arbeitskreises Begabungsforschung und Begabungsförderung, 12, 17-30.

Thumser, K., & Stoeger, H. (2003). Pädagogisch-didaktische Betreuung von Tutorien der Praktischen Informatik an der Universität Ulm im Wintersemester 2002/2003: Evaluationsergebnisse und Abschlussbericht [Pedagogical-didactical supervision of tutoring in information technology: Evaluation results and final report for the Winter Semester 2002/2003]. Universität Ulm, Abteilung Pädagogische Psychologie.

Thumser, K., & Stoeger, H. (2003). Pädagogisch-didaktische Betreuung von Tutorien der praktischen Informatik im Sommersemester 2003: Analytischer Abschlussbericht [Pedagogical and didactical supervision of tutoring in information technology in Sommer Semester 2003: Analytical final report] Universität Ulm, Abteilung Pädagogische Psychologie.

Stoeger, H. (1999). Empirische Studie zum Zusammenhang von Bewusstseinslagen und der Resistenz gegenüber inhaltlichen Realisierungen logischer Denkaufgaben [Empirical study on the relationship between states of consciousness and resistance to content realizations of logical thinking tasks]. Unpublished thesis, Ludwig-Maximilians-Universität München.


Presentations

Keynote Adresses at National and International Conferences (by Invitation) Presentations at English-Language Conferences
Presentations at German-Language Conferences
Organized Symposiums

Keynote Adresses at National and International Conferences (by Invitation)

Stoeger, H. (October, 2023). The role of mentoring in talent development. Keynote at the 2nd World Giftedness Center International Conference, Dubai, United Arab Emirates.

Stoeger, H. (October, 2023). Fostering talent, creativity, and innovation: mentoring at different stages of talent development. Keynote at the Academic Conference of the Academy of Sciences on the 45th Anniversary of Chinese Supernormal Children Research and Education, Beijing, China.

Stoeger, H. (September, 2023). Using mentoring to help youths and young adults across the STEMM talent development pipeline: general remarks and two best-practice examples. Invited presentation at the Annual Conference of the Japan Society for Science Education, Matsuyama, Japan.

Stoeger, H. & Ziegler, A. (2022, September). Can temporarily opening equity gaps lead to their closure in the long run? A discussion of scale effects in excellence gaps. Invited presentation at the American- European Summit on Talent Development, Haifa, Israel.

Ziegler A. & Stoeger, H. (2022, September). Growth mindset revisited. Invited presentation at the American- European Summit on Talent Development, Haifa, Israel.

Stoeger, H. (2022, April). Self-regulated learning. Keynote at the International Thematic Conference on Talent Development, Varazdin, Croatia.

Stoeger, H. (2021, October). Evidence-based development and implementation of interventions for educational practice: self-regulated learning as a case in point. Keynote at the World Giftedness Center International Conference, Dubai, United Arab Emirates.

Stoeger, H. (2021, October). Mentoring for talent development: Global Talent Mentoring. Invited presentation at the World Giftedness Center International Conference, Dubai, United Arab Emirates.

Stoeger, H. (2021, October). Mentoring as gold standard of talent development? Keynote at the Budapest Talent Summit at the Academy of Sciences, Budapest, Hungary.

Stoeger, H. (2021, September). Mentoring in talent development: theoretical background, empirical research, and practical examples. Keynote at the virtual 17th Conference of the European Council for High Ability (ECHA), Porto, Portugal.

Balestrini, D. P., Stoeger, H., & Ziegler, A. (2021, April). Connoting talent development? 210 years of talking about mentoring in US public discourse. Invited presentation at the 2020 European–North American Summit on Talent Development, Berkeley, California (held virtually). 

Stöger, H. (2021, March). Noch nicht richtig im Bilde: Die mediale Darstellung von Frauen und Männern. Keynote bei der 3. Fachtagung der Initiative Klischeefrei, Berlin.

Stöger, H. (2021, February). Mädchen müssen kein MINT können. Wie Schule weibliche Geschlechterstereotype macht. Vortrag bei der gemeinsamen Jahrestagung der Arbeitskreise Bildung und Frauen im Bundesverband Deutscher Stiftungen (digital).

Stoeger, H. (2020, February). Global Talent Mentoring. Invited presentation at the International Symposium on Psychology, Lima, Peru.

Stoeger, H. (2020, January). Motivation and achievement of gifted learners: What does research tell us? Keynote at the Annual Hotung Conference at the Hong Kong Academy for Gifted Education, Hong Kong.

Stoeger, H. (2019, November). Research on STE(A)M talent development. Keynote at the Relogia Trialoges on Art, Science, and Technology, Sofia, Bulgaria.

Stoeger, H. (2019, September). Why is self-regulated learning important for talent development and how can it be taught? Keynote at the Talent Conference, Aarhus, Denmark.

Stoeger, H. (2019, September). Global Talent Mentoring: Long-Term Development in STEMM. Invited presentation at the Engineers Europe Advisory Group, Brussels, Belgium.

Stoeger, H. (2019, June). Identifying and nurturing gifted and talented students in Germany. Invited presentation at the international expert meeting of The Regional Center for Educational Planning (RCEP) in the United Arab Emirates on “Policies for Identifying and Nurturing Gifted Students”, Sharjah, United Arab Emirates.

Stoeger, H. (2019, April). The role of self-regulated learning for talent development. Keynote at the 2019 Biennial Conference of the International Research Association for Talent Development and Excellence (IRATDE), Taipei, Taiwan.

Stoeger, H. (2019, March). Mentoring for Talented Students in STEM. Keynote at the International Conference of Innovation in Gifted Education, Manama, Kingdom of Bahrain. 

Stoeger, H. (2019, March). Recruiting students for university studies via mentoring. Presentation at the Universities Australia Higher Education Conference, Canberra, Australia.

Stoeger, H. (2018, October). Research on effective mentoring. Presentation at a symposium at the King Abulaziz & his Companions Foundation for Giftedness and Creativity, Riyadh, Saudi Arabia. 

Stoeger, H., & Ziegler, A. (2018, October). Designing and evaluating a worldwide mentoring program for talented students in STEM. Invited presentation at the Inaugural European-North American Summit on Talent Development, Nuremberg, Germany.

Subotnik, R., Stoeger, H., & Luo, L. (2018, October). Exploring compensations for environmental disadvantage in science talent development. Invited presentation at the Inaugural European-North American Summit on Talent Development, Nuremberg, Germany.

Ziegler, A., & Stoeger, H. (2018, October). Learning and educational capital 2.0. Invited presentation at the Inaugural European-North American Summit on Talent Development, Nuremberg, Germany.

Stöger, H. (2018, September). Mentoring als Möglichkeit der Begabungs- und Begabtenförderung. Vortrag auf dem 6. Münsterschen Bildungskongress, Münster.

Stoeger, H. (2018, August). The self-regulated learning skills that every gifted student needs. Keynote at the 16th International Conference of the European Council for High Ability (ECHA), Dublin, Ireland.

Stoeger, H. (2018, May). Supporting talented girls in STEM with mentoring. Invited presentation at “Lasciar Crescere il Talento l’Italia alla Sfida della Plusdotazione”, the first international conference on talent development at the Univerità la Sapienza, Rome, Italy.

Stoeger, H. (2018, April). Mentoring for gifted students: Research findings and implications for practice. Keynote at the International Symposium on Thinking Skills and Talent Development, Taipei, Taiwan.

Stoeger, H. (2018, January). Talent management for women. Keynote at the Third International Talent Management Congress, Tehran, Iran.

Stoeger, H. (2018, January). Basics of gifted identification. Invited presentation at the Third International Talent Management Congress, Tehran, Iran.

Stoeger, H. (2017, November). Self-regulated learning for gifted achievers and underachievers. Invited presentation at the International Conference of the Center for Talented Youth, Dublin, Ireland.

Stoeger, H. (2017, October). Potentials and Pitfalls: The dos and don'ts of gifted mentoring. Keynote at the 2017 Biennial Conference of the International Research Association for Talent Development and Excellence (IRATDE), Dubai, United Arab Emirates.

Stoeger, H. (2017, Oktober). Mentoring – Eine optimale Möglichkeit der (extracurricularen) Begabtenförderung? Forschungsbefunde & Anwendungsmöglichkeiten [Mentoring: An ideal means of (extracurricular) gifted education provision? Re-search findings and their utilization]. Eingeladener Vortrag bei der Auftaktveranstaltung “Förderung von Leistungsstarken und potenziell besonders leistungsfähigen Schülerinnen und Schülern” der Bund-Länder-Initiative, Dillingen, Germany.

Stoeger, H. (2017, September). Mentoring - eine optimale Möglichkeit der extra-curricularen Begabtenförderung? Forschungsbefunde und Anwendungsmöglichkeiten [Mentoring: An optimal means of extracurricular gifted education? Research findings and their utilization]. Eingeladener Vortrag beim Schweizer Begabungskongress, Brugg-Windisch, Switzerland.

Stoeger, H. (2017, September). CyberMentor: An online mentoring program for talented girls in STEM. Invited presentation at the Second International Research Conference, Lubljana, Slovenia.

Stoeger, H. (2017, April). Making college a success: Learning strategies and self-regulated learning. Invited presentation at the International Seminar of Psychology at the PUCP: Past, Present & Future, Lima, Peru.

Stoeger, H. (2017, April). Talent Development and Giftedness: The South German Talent Center as a case in point of Western Europe. Keynote at the International Congress on Talent Development and Giftedness, Istanbul, Turkey.

Stoeger, H. (2017, February). Gifted education and giftedness research in Germany. Keynote at the Second International Talent Management Congress, Tehran, Iran.

Stoeger, H., & Ziegler, A. (2017, February). Online mentoring for talented students in STEM (Science, Engineering, and Mathematics). Invited presentation at the Second International Talent Management Congress, Tehran, Iran.

Stoeger, H. (2016, October). Selbstreguliertes Lernen eine Schlüsselkompetenz [Self-regulated learning as a key competency]. Invited presentation at the Congress „Jeder lernt anders“ of the Schul-verbandes Pustertal and the Fachstelle Inklusion, Toblach, South-Tirol.

Stoeger, H., & Ziegler, A. (2016, April). CyberMentor: A German e-mentoring program as a form of extracurricular gifted education for girls and young women. Invited presentation at the Inaugural European-North American Summit on Talent Development, Washington, DC, USA.

Ziegler, A., & Stoeger, H. (2016, April). The Actiotope Model of Giftedness: A system approach. Invited presentation at the Inaugural European-North American Summit on Talent Development, Washington, DC, USA.

Stoeger, H. (2016, March). Die Vermittlung von Lernstrategien – Unnötiger Aufwand oder sinnvolle Zeitinvestition im Rahmen der Begabtenförderung? [The teaching of learning strategies: Unnecessary effort or meaningful invest-ment of time for gifted education?] Invited presentation at the 11. Symposium Begabung, Zug, Switzerland.

Stoeger, H. (2016, March). Motivational, emotional, and learning-related characteristics of primary school children with and without an immigration background in their families. Invited presentation at the 15th International Conference of the European Council for High Ability (ECHA), Vienna, Austria.

Stoeger, H. (2015, December). Außerschulische Begabungsförderung in MINT [Extracurricular gifted education in STEM]. Keynote at the 8. Tagung der Schweizerischen Akademie der Technischen Wissenschaften, Zurich, Switzerland.

Stoeger, H. (2015, November). Selbstreguliertes Lernen und Lernstrategien: Effektive Fördermöglichkeiten für (hochbegabte) Achiever und Underachiever im regulären Klassenkontext [Self-regulated learning and learning strategies: Effective educational opportuni-ties for (gifted) achievers and underachievers in regular classroom contexts]. Invited presentation at the 16. Kolloquium zur Begabtenförderung des Sächsi-schen Bildungsinstituts, Meißen, Germany.

Stoeger, H. (2015, September). Selbstreguliertes Lernen in der Begabtenförderung. [Self-regulated learning in gifted education]. Invited presentation at the 5. Müns-terschen Bildungskongress, Muenster, Germany.

Stoeger, H. (2015, August). Selbstreguliertes Lernen: Forschungsbefunde und praktische Umsetzung im Unterricht. [Self-regulated learning: Research findings and practical implementation in class]. Invited presentation at the learncoach meeting, Brugg-Windisch, Switzer-land.

Stoeger, H. (2015, July). From learning strategies to self-regulated learning: Chances and pitfalls. Keynote at the 35th Interamerican Congress of Psychology, Lima, Peru.

Stoeger, H. (2015, March). High-achieving girls: Why don’t they major in STEM (science, technology, engineering, and mathematics) and how can e-mentoring help to change the situation? Invited Presentation at the International Conference for the Gifted and Talented, Brisbane, Australia.

Stoeger, H. (2014, November). Begabtenförderung durch CyberMentor: Ein deutschlandweites E-Mentoring Programm zur Förderung von Mädchen in MINT. [Gifted education via CyberMentor: A Germany-wide e-mentoring program for promoting girls and young women in STEM]. Invited presentation at the 21. Bundeskongress für Schulpsychologie, Landshut, Germany.

Stoeger, H. (2014, October). Self-regulated learning and the gifted learner. Keynote at the 15th International Conference of Education Research, Seoul, South Korea.

Stoeger, H. (2014, September). Hochbegabte und Lernstrategien – ein wichtiger Baustein professioneller Begabungsförderung [Gifted individuals and learning strategies: An important building block for professional gifted education]. Keynote at the Kongress Begabungs- und Begabtenförderung, Brugg-Windisch, Switzerland.

Stoeger, H. (2014, July). E-Mentoring for high-achieving girls in math and science: A longitudinal study on various measures of effectiveness. Keynote at the International Conference on Talent in Education and in the Organization, Peru, Lima.

Stoeger, H. (2014, May). Digital networks for talented youth. Invited Presentation at the International Conference “Towards a European Talent Support Network”, Budapest, Hungary.

Stoeger, H. (2014, Februar). Trainings zu selbstreguliertem Lernen in der Schule und zu Hause [Training programs for self-regulated learning in school and at home]. Presentation at the conferce Talente fördern – Kompetenzen entwickeln, Bozen, Italy.

Stoeger, H. (2013, November). Spezifische Lehr- und Lernvoraussetzungen Begabter [Teaching and learning prerequisites tailored to the needs of gifted individuals]. Keynote address at the 8. Internationalen ÖZBF-Kongress zu Fragen der Begabungs- und Exzellenzforschung, Salzburg, Austria.

Stoeger, H. (2013, November). CyberMentor: An E-Mentoring Program for Gifted Girls in STEM. Invited Presentation at the International Conference on Potential Development and Gifted Education, Nijmegen, Netherlands.

Stoeger, H. (2013, September). Gifted education and self-regulated learning.Keynote at the 3rd International Conference on Talent Development and Excellence (ICTDE), Antalya, Turkey.

Stoeger, H. (2012, September). Developing self-regulated learning skills in gifted children. Keynote at the 13th Conference of the European Council for High Ability (ECHA), Muenster, Germany.

Stoeger, H. (2012, May). Research findings on learning processes of gifted learners. Keynote at the Conference on Critical Guidedlines for the Development of Gifted and Talented Children, Istanbul, Turkey.

Stoeger, H. (2012, April). Developing gifted learners. Keynote at the International Conference on Talent Development and Excellence (ICTDE), Beijing, China.

Stoeger, H. (2011, August). Identification of gifted students in the East-Asian context within the Actiotope Model of Giftedness. Keynote at the Symposium "Giftedness in East-Asia: Exploration in the Actiotope Model of Giftedness", Hong Kong, China.

Stoeger, H. (2010, September). Models of diagnosis. Presentation at the International Conference on Gifted Education, Istanbul, Turkey.

Stoeger, H. (2010, September). German perspectives on giftedness. Keynote at the International Symposium on Gifted Education, Istanbul, Turkey.

Stoeger, H. (2010, August). The importance of fine motor skills in the identification and in the education of gifted achievers and underachievers. Invited Presentation at the 11th Asia-Pacific Conference on Giftedness, Sydney, Australia.

Stoeger, H. (2010, June). Self-regulated learning as a measure to support gifted achievers and underachievers in primary school. Keynote at the Giftedness and Creativity Congress: Nurturing Giftedness in Early Childhood, Al Hassa, Saudi Arabia.

Stoeger, H. (2010, June). Creativity in the making: Developing self-regulatory skills in pupils. Keynote at the Conference on Creativity in Business and Education: Interdisciplinary and Intercultural Aspects, Munich, Germany.

Stoeger, H. (2009, October). The one-sigma problem: The impact of beliefs on intelligence, achievement, and creativity. Keynote at the International Conference on Cultivation and Education of Creativity and Innovation, Xi’an, China.

Stoeger, H. (2009, July). Motivationsförderung von begabten Schülern [Encouraging the motivation of gifted pupils]. Keynote at the 1. Pädagogischen Tagung des Begabtenzentrums Bayern, Freising, Germany.

Stoeger, H. (2009, May). Verhaltensauffälligkeit oder Genilität? Die Bedeutung des Lernumfeldes [Antisocial behavior or genius? The meaning oft he learning envi-ronment]. Keynote at the 10. ECHA-Tage, Salzburg, Austria.

Stoeger, H. (2008, October). Underachievement: Its causes, how to prevent it, and effective interventions. Keynote at the International Conference on the Development and Education of Gifted Children, Beijing, China.

Stoeger, H. (2008, September). New research findings on underachievement. Keynote at the Conference on Creativity and Talent Development, Munich, Germany.

Presentations at English-Language Confernces

Matthes, B., Ziegler, A., & Stoeger, H. (2023, March). Individual learning pathway mentoring: Evaluating a one-on-one mentoring for talented students. Presentation at the 65th Conference of Experimental Psychologists (TeaP), Trier, Germany.

Emmerdinger, K. J., Bayer, S., Stoeger, H., & Ziegler, A. (2022, July). Promoting secondary school girls in STEM: A combined online mentoring and school program. Presentation at the 6th Network STEM and Gender Conference, Munich, Germany.

Uebler C., Emmerdinger K. J., Ziegler, A., & Stoeger, H. (2022, July). Dropping out of an online mentoring program for girls in STEM: A longitudinal approach on the dynamics of risk using survival analysis. Presentation at the 6th Network STEM and Gender Conference, Munich, Germany.

Karle, V. L., Suggate, S. P., Kipfelsberger, T., & Stoeger, H. (2022, June). The effects of fine motor skills, writing, and typing on early decoding development. Presentation at the SIG Writing Conference, Umea, Sweden.

Roesch, S., Fischer, U., Suggate, S., Moeller, K., & Stoeger, H. (2022, June). Fingers and arithmetic: The selective relation of different components of fine motor skills and basic arithmetic in early childhood. Presentation at the Conference of the Mathematical Cognition and Learning Society 2022 (MCLS), Antwerpen, Belgium.

Balestrini, D. P., & Stoeger, H. (2021, November). A support framework for talented youths in high-intensity marching arts. Presentation at the 68th Annual Conference of the National Association for Gifted Children (NAGC), Denver, Colorado, United States of America.

Balestrini, D. P., & Stoeger, H. (2021, November). Cultural framing of giftedness and talent in newspaper writing. Poster at the 68th Annual Conference of the National Association for Gifted Children (NAGC), Denver, Colorado, United States of America.

Almulhim, N., Matthes, B., & Stoeger, H. (2021, September). The predictive value of educational and learning capital in a two-step approach of gifted identification. Presentation at the virtual 17th International Conference of the European Council for High Ability (ECHA).

Heilemann, M., Ziegler, A., & Stoeger, H. (2019, April). The influence of learning resources on communication behavior andmentoring success in an online-mentoring program for talented girls. Presentation at the 2019 Biennial Conference of the International Research Association for Talent Development and Excellence (IRATDE), Taipei, Taiwan.

Luo, L., Mader, M., & Stoeger, H. (2019, April). Planning individualized learning pathways for mentoring talented STEM students. Presentation at the 2019 Biennial Conference of the International Research Association for Talent Development and Excellence (IRATDE), Taipei, Taiwan.

Matthes, B., Almulhim, N., Debatin, T., AlGhawi, M., Aljughaiman, A., Ziegler, A., & Stoeger, H. (2019, April). Thinking dispositions—a worthwhile criterion for identifying giftedness? Presentation at the 2019 Biennial Conference of the International Research Association for Talent Development and Excellence (IRATDE), Taipei, Taiwan.

Fruehwirth, B., Heilemann, M., Schirner, S. & Stoeger, H. (2019, March). The gender-specific representation of Care and STEM occupations in textbook knowledge using the example of Bavarian textbooks. Presentation at the international closing conference “Blurring Boundaries – Rethinking Gender and Care” of the interdisciplinary Bavarian Research Association ForGenderCare, Augsburg.

Heilemann, M., Luo, L., Ziegler, A., & Stoeger, H. (2018, October). A dictionary-based approach to measure STEM-related communication in online mentoring. Presentation at the 11th Annual UNM Mentoring Institute’s Conference, Albuquerque, NM.

Luo, L., Subotnik, R., & Stoeger, H. (2018, October). Mentors impact on majoring in STEM for students with or without a parent in a STEM field. Poster presented at the 11th Annual UNM Mentoring Institute’s Conference, Albuquerque, NM.

AlGhawi, M., Aljughaiman, A., Matthes, B., Stoeger, H., & Ziegler, A. (2018, August). A gifted identification kit for the United Arab Emirates. Presentation at the 15th Asia-Pacific Conference on Giftedness, Bangkok, Thailand.

AlGhawi, M., Aljughaiman, A., Oh, H., Stoeger, H., & Ziegler, A. (2018, August). Is a teacher checklist a valuable tool to identify gifted children? A resource oriented perspective in the United Arab Emirates. Presentation at the 16th International Conference of the European Council for High Ability (ECHA), Dublin, Ireland.

Almulhim, N., Matthes, B., & Stoeger, H. (2018, August). Teachers’ implicit personality theories relate to the importance ascribed to learning and educational capital for talent development. Poster at the 16th International Conference of the European Council for High Ability (ECHA), Dublin, Ireland.

Awad, S., Aljughaiman, A., AlGhawi, M., Stoeger, H., & Ziegler, A., (August, 2018). A Gifted Identification Kit for the United Arab Emirates. Presentation at the 16th International Conference of the European Council for High Ability (ECHA), Dublin, Ireland.

Balestrini, D. P., & Stoeger, H. (2018, August). Macro-level evidence for the cultural specificity of everyday giftedness conceptions. Presentation at the 16th International Conference of the European Council for High Ability (ECHA), Dublin, Ireland.

Debatin, T., Aljughaiman, A., AlGhawi, M., Stoeger, H., & Ziegler, A. (Augst, 2018). Evaluating the psychometric properties of the Gifted Identification Kit (GIK) 4-6 using a factor-analytic approach. Presentation at the 16th International Conference of the European Council for High Ability (ECHA), Dublin, Ireland.

Heilemann, M., Mader, M., Ziegler, A., & Stoeger, H. (2018, August). The influence of STEM-related communication on mentoring effectiveness in an online-mentoring program for talented girls. Presentation at the 16th International Conference of the European Council for High Ability (ECHA), Dublin, Ireland.

Stoeger, H., Hopp, M., & Ziegler, A. (2018, August). 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. Presentation at the 15th Asia-Pacific Conference on Giftedness, Bangkok, Thailand.

Ziegler, A., AlGhawi, M., Aljughaiman, A., Balestrini, D., & Stoeger, H. (2018, August). The relationship between learning resources and performances among secondary school students, music and sport experts. Presentation at the 15th Asia-Pacific Conference on Giftedness, Bangkok, Thailand.

Almulhim, N., & Stoeger, H. (2017, October). Talent development in mathematics and sports: Teacher beliefs about the importance of educational and learning capital. Poster presented at the 2017 Biennial Conference of the International Research Association for Talent Development and Excellence (IRATDE), Dubai, United Arab Emirates.

Balestrini, D. P., & Stoeger, H. (2017, October). Salience of concern with learning and education in East Asia and the United States: Results of A cross-cultural study of news reporting. Poster presented at the 2017 Biennial Conference of the International Research Association for Talent Development and Excellence (IRATDE), Dubai, United Arab Emirates.

Matthes, B., & Stoeger, H. (2017, October). Influence of parents’ implicit personality theories on parents’ learning-related behaviors, children’s implicit personality theories, and children’s academic achievement. Poster presented at the 2017 Biennial Conference of the International Research Association for Talent Development and Excellence (IRATDE), Dubai, United Arab Emirates.

Obergriesser, S., & Stoeger, H. (2017, October). How do high achieving students prefer to learn? The impact of learning-style preferences and emotions on students’ use of learning strategies achievement. Poster presented at the 2017 Biennial Conference of the International Research Association for Talent Development and Excellence (IRATDE), Dubai, United Arab Emirates.

Hopp, M., Ziegler, A., & Stoeger, H. (2017, September). Peer effects in online mentoring – a longitudinal network analysis. Presentation at the 3rd European Conference on Social Networks, Mainz, Germany.

Heilemann, M., Schirner, S., Stoeger, H., & Ziegler, A. (2017, June). CyberMentor: Online-mentoring as an effective educational measure for girls in STEM.Presentation at the Technology.Girls.1.0, Salzburg, Austria.

Fischer, U., Suggate, S., & Stoeger, H. (2017, February). Counting on fine motor skills: Testing links between finger dexterity and numerical skills. Poster presented at The Origins of Numerical Abilities: The Future, Newport Pagnell, Buckinghamshire, UK.

Stoeger, H., & Ziegler, A. (2016, September). Activities of the South-German Talent Center. Presentation at the Conference on the Fostering and Development of Talent, Bratislava, Slovakia.

Hopp, M., Greindl, T., Stoeger, H., & Ziegler, A. (2016, July). The ideal balance between private and specialized talk: (How) Does the self-assessed amount of STEM-related communication predict mentoring success?  Poster presented at the3rd International Network Gender and STEM Conference, Newcastle, UK.

Sontag, C., & Stoeger, H. (2016, July). Self-regulation and writing strategies in elementary school students’ story writing: A microanalytic approach. Poster presented at the SIG Writing Conference, Liverpool, UK.

Balestrini, D. P., Heilemann, M., & Stoeger, H. (2016, March). Differing everyday views of giftedness and talent in East Asia and the United States. Presentation at the 15th International Conference of the European Council for High Ability (ECHA), Vienna, Austria.

Ziegler, A., Stoeger, H., Aljughaiman, A., & Ali AlGhawi, M. (2016, March). Gifted identification with the GIK 4-6. Presentation at the 15th International Conference of the European Council for High Ability (ECHA), Vienna, Austria.

Debatin, T., Harder, B., Hopp, M., Stoeger, H., & Ziegler, A. (2015, October). Holism in action. Presentation at the Cutting-Edge Research on Talent Development Conference, Nuremberg, Germany.

Stoeger, H., Ziegler, A., Aljughaiman, A., & AlGhawi, M. (2015, October). Development of the Gifted Identification Kit. Presentation at the Cutting-Edge Research on Talent Development Conference, Nuremberg, Germany.

Ziegler, A., & Stoeger, H. (2015, October). The Actiotope Model: A resource-based view on talent development. Presentation at the Cutting-Edge Research on Talent Development Conference, Nuremberg, Germany.

Ziegler, A., Stoeger, H., Aljughaiman, A., & Ali AlGhawi, M. (August, 2015). Talent identification in Dubai: The development of a Gifted Identification Kit. Presentation at the 21st World Council for Gifted and Talented Children, Odense, Denmark.

Balestrini, D. P., Heilemann, M., & Stoeger, H. (2015, March). Measuring gender bias in authentic gifted STEM discourse: A study of newspaper writing in German-speaking Europe and the United States. Presentation at the International Conference for the Gifted and Talented, Brisbane, Australia.

Matthes, B., & Stoeger, H. (2015, March). How parents’ implicit theories about the modifiability of ability deficits influence their children’s academic achievement. Presentation at the International Conference for the Gifted and Talented, Brisbane, Australia.

Kuhlmann, J. M., & Stoeger, H. (2015, March). The role of sociotopes for talent development: A diary study to assess quantitative and qualitative differences in learning environments. Presentation at the International Conference for the Gifted and Talented, Brisbane, Australia.

Obergriesser, S., Steinbach, J., & Stoeger, H. (2015, March). Finding and helping gifted underachievers: An empirical study with fourth-graders. Presentation at the International Conference for the Gifted and Talented, Brisbane, Australia.

Steinbach, J., Obergriesser, S., & Stoeger, H. (2015, March). The influence of attitudes towards self-regulated learning on teaching behavior and training implementation. Poster presented at the International Conference for the Gifted and Talented, Brisbane, Australia.

Balestrini, D. P., & Stoeger, H. (2014, September). Regionally specific manifestations of cultural educational capital (CEC) in news writing. Presentation at the 14th International Conference of the European Council for High Ability (ECHA), Ljubljana, Slovenia.

Kuhlmann, J. M., Greindl, T., Balestrini, D. P., & Stoeger, H. (2014, September). The role of learning and educational capital for high-achieving girls in STEM. Presentation at the 14th International Conference of the European Council for High Ability (ECHA), Ljubljana, Slovenia.

Obergriesser, S., & Stoeger, H. (2014, September). Emotional resources of gifted students and their relation to students' use of learning strategies. Presentation at the 14th International Conference of the European Council for High Ability (ECHA), Ljubljana, Slovenia.

Greindl, T., Schirner, S., Stoeger, H., & Ziegler, A. (2014, July). Which girls and young women participate in promotion programs for STEM? In M. Endepohls-Ulpe (Chair), Mentoring programs as measures of promoting girls and young women in STEM: Chances and limitations. Symposium at the 2nd International Network Gender and STEM Conference, Berlin, Germany.

Hopp, M., Heilemann, M., Stoeger, H., & Ziegler, A. (2014, July). How interconnectedness supports mentoring — Prerequisites to google successful mentees in online mentoring networks. In M. Endepohls-Ulpe (Chair), Mentoring programs as measures of promoting girls and young women in STEM: Chances and limitations. Symposium at the 2nd International Network Gender and STEM Conference, Berlin, Germany.

Balestrini, D. P., & Stoeger, H. (2013, September). Regionally specific manifestations of cultural educational capital (CEC) in newspaper articles. In S. N. Phillipson (Chair), Learning and social capital in East Asia: A systems approach. Symposium at the 3rd International Conference on Talent Development and Excellence (ICTDE), Antalya, Turkey.

Heilemann, M., Balestrini, D. P., Schirner, S., Stoeger, H., & Ziegler, A. (2013, September). Experiencing positive emotions in an e-mentoring community for gifted girls in STEM. Poster presented at the 3rd International Conference on Talent Development and Excellence (ICTDE), Antalya, Turkey.

Hopp, M., Händel, M., Stoeger, H., & Ziegler, A. (2013, September). A cross-cultural study of implicit theories of a creative person. Poster presented at the 3rd International Conference on Talent Development and Excellence (ICTDE), Antalya, Turkey.

Obergriesser, S., Steinbach, J., & Stoeger, H. (2013, September). Emotional experience during participation in a program of self-regulated learning. In M. Sutherland (Chair), Self-regulated learning in school and university. Symposium at the 3rd International Conference on Talent Development and Excellence (ICTDE), Antalya, Turkey.

Steinbach, J., Obergriesser, S., & Stoeger, H. (2013, September). Parents’ attitudes towards self-regulated learning and their impact on students’ self-regulatory strategies. Poster presented at the der 3rd International Conference on Talent Development and Excellence (ICTDE), Antalya, Turkey.

Stoeger, H., & Sontag, C. (2013, August). Improving gifted students’ self-regulated learning and achievement during regular classroom instruction. In E. De Corte, & K. Tirri (Chair), The role of self-regulation and self-perception in learning of high ability students. Symposium at the 15th Conference of the European Association for Research on Learning and Instruction (EARLI), Munich, Germany.

Greindl, T., Schirner, S., Stoeger, H., & Ziegler, A. (2013, July). The effectiveness of a one-year web-based mentoring program for girls in STEM. Poster presented at the IADIS Multi Conference for Computer Science and Information Systems, Prague, Czech Republic.

Heilemann, M., Stoeger, H., & Ziegler, A. (2013, July). Language use and its influence in an e-mentoring community for girls in STEM. Poster presented at the IADIS Multi Conference for Computer Science and Information Systems, Prague, Czech Republic.

Harder, B., Sontag, C., & Stoeger, H. (2012, September). The smarter the more self-regulated? The relationship between intelligence and self-regulated learning. Presentation at the 13th Conference of the European Council for High Ability (ECHA), Muenster, Germany.

Ziegler, A., & Stoeger, H. (2012, September). CyberMINT-communities. Presentation at the 13th Conference of the European Council for High Ability (ECHA), Muenster, Germany.

Stoeger, H., Greindl T., Heilemann, M., Neubauer, T., Schirner, S., Sturm, K., Zsak, N., & Ziegler, A. (2012, July). E-Mentoring as an option for supporting and encouraging girls in STEM. Presentation at the 12th Asia-Pacific Conference on Giftedness, Dubai, United Arab Emirates.

Stoeger, H. (2012, June). Self-regulated learning in gifted education. Presentation at the Conference on Gifted Children, Nicosia, Cyprus.

Stoeger, H. (2012, May). Research findings on learning processes of gifted learners. Presentation at the Conference on Critical Guidelines for the Development of Gifted and Talented Children, Istanbul, Turkey.

Stoeger, H. (2011, August). Identification of gifted students in the East-Asian context within the actiotope model of giftedness. Presentation in the Symposium Giftedness in East-Asia: Exploration in the Actiotope Model of Giftedness, Hong Kong, China.

Stoeger, H., & Ziegler, A. (2011, August). The concept of a learning oriented subjective action space. Presentation in the Symposium Giftedness in East-Asia: Exploration in the Actiotope Model of Giftedness, Hong Kong, China.

Duan, X., Schirner, S., Pufke, E., Stoeger, H., & Ziegler, A. (2010, December). Stability and modifiability: Empirical examination of a one-year mentoring program for gifted girls. Presentation at the International Conference on Education and Educational Psychology (ICEEPSY), Kyrenia, Cyprus.

Heilemann, M., Schirner, S., Stoeger, H., & Ziegler, A. (2010, December). Does the use of internet language influence e-mentoring relationships? Poster presented at the International Conference on Education and Educational Psychology (ICEEPSY), Kyrenia, Cyprus.

Reutlinger, M., Schimke, D., Heilemann, M., Stoeger, H., & Ziegler, A. (2010, December). The ENDIT model: Standards for field evaluations of modifications to educational settings. Presentation at the International Conference on Education and Educational Psychology (ICEEPSY), Kyrenia, Cyprus.

Stoeger, H. (2010, September). Models of diagnosis. Presentation at the International Symposium on Gifted Education, Istanbul, Turkey.

Harder, B., Stoeger, H., & Ziegler, A. (2010, August). Domain specific replication of the Mueller and Dweck (1998) study on negative consequences of epistemic beliefs concerning the stability of intelligence. Presentation at the 11th Asia-Pacific Conference on Giftedness, Sydney, Australia.

Stoeger, H. (2010, August). How to motivate gifted students. Workshop at the 11th Asia-Pacific Conference on Giftedness, Sydney, Australia.

Ziegler, A., & Stoeger, H. (2010, August). A new perspective on epistemic beliefs of gifted students: A learning oriented subjective action space. Presentation at the 11th Asia-Pacific Conference on Giftedness, Sydney, Australia.

Stoeger, H., & Ziegler, A. (2010, July). A new perspective on epistemic beliefs of gifted students: A learing oriented subjective action space. Presentation at the 12th Conference of the European Council for High Ability (ECHA), Paris, France.

Stoeger, H. (2010, Juni). The ENTER Model: Identifying and nurturing gifted preschool children. Workshop at the Giftedness and Creativity Conference: Nurturing Giftedness in Early Childhood, Al Hassa, Saudi Arabia.

Goetz, T., Frenzel, A. C., Stoeger, H., & Hall, N. C. (2010, April). Antecedents of everyday positive emotions: An experience sampling analysis. Presentation at the American Educational Research Association Annual Meeting, Denver, CO, USA.

Ziegler, A., & Stoeger, H. (2009, October). Creativity in the classroom. Workshop at the International Conference on Cultivation and Eduaction of Creativity and Innovation, Xi’an, China.

Schimke, D., Heilemann, M., Stoeger, H., & Ziegler, A. (2009, September). Why do you want to be a member of this online community? Reasons for joining an e-mentoring online community. Poster presented at the European Conference on Computer Supported Cooperative Work, Vienna, Austria.

Sontag, C., Stoeger, H., & Ziegler, A. (2009, September). A training program on self-regulated learning: Promoting gifted children in regular classrooms. Poster presented at the 1st International Conference on Potential Development and Gifted Children: From family to School: A Path to Growth, Pavia, Italy.

Stoeger, H., Sontag, C., & Ziegler, A. (2009, August). Teaching self-regulated learning and text understanding in primary school. Presentation at the 18th Biennial Conference of the World Council for Gifted and Talented Children (WCGT), Vancouver, Canada.

Ziegler, A., & Stoeger, H. (2009, August). The role of fine motor skill deficits for gifted student’s learing and achievement. Presentation at the 1th. Biennial Conference of the World Council for Gifted and Talented Children (WCGT), Vancouver, Canada.

Goetz, T., Frenzel, A., Stoeger, H., & Hall, N. (2009, April). Antecedents of everyday positive emotions: An experience sampling analysis. Poster presented at the 90th Annual Meeting of the American Educational Research Association (AERA), Denver, CO, USA.

Schimke, D., Stoeger, H., & Ziegler, A. (2009, March). Fostering girls’ identification with STEM by offering an online community. Presentation at the 5th European Symposium on Gender & ICT: Digital Cultures: Participation — Empowerment — Diversity, Bremen, Germany.

Stoeger, H. (2008, September). Converging goals but conflicting actions: Motoric deficits contribute to the underachievement of gifted students. Presentation at the 11th Conference of the European Council for High Ability (ECHA), Prague, Czech Republic.

Stoeger, H., Ziegler, A., & Schimke, D. (2008, September). Gender differences in STEM participation: Results of a one-year longitudinal study based on the actiotope model of giftedness. Presentation at the 11th Conference of the European Council for High Ability (ECHA), Prague, Czech Republic.

Goetz, T., & Stoeger, H. (2008, July). Emotional experiences and their control and value appraisals on emotions within and outside the achievement domain. Presentation at the International Conference of Psychology (ICP), Berlin, Germany.

Stoeger, H., Thewalt, B., Hoffmann, A., Zöllner, I., & Ziegler, A. (2008, July). Language acquisition as an early indicator of later underachievement. Presentation at the 10th Asia-Pacific Conference on Giftedness: Nurturing Talents for the Global Community, Singapore.

Stoeger, H., & Ziegler, A. (2008, July). The influence of epistemic beliefs on learning and achievement. Presentation at the 10th Asia- Pacific Conference on Giftedness: Nurturing Talents for the Global Community, Singapore.

Ziegler, A., Stoeger, H., & Martzog, P. (2008, July). Fine-motor-skills and underachievement of gifted students. Presentation at the 10th Asia-Pacific Conference on Giftedness: Nurturing Talents for the Global Community, Singapore.

Schimke, D., Stoeger, H., & Ziegler, A. (2008, April). Strengthening participation in online communities through social visualization. Presentation at the 10th Conference on General Online Research, Hamburg, Germany.

Schimke, D., Stoeger, H., & Ziegler, A. (2007, August). E-Mentoring as a method to strengthen the participation rate of females in STEM. Presentation at the 5th European Conference on Gender Equality in Higher Education, Berlin, Germany.

Stoeger, H. (2007, August). Evaluation of a training program to improve self-regulated learning in gifted students. In Research and practice of self-regulated learning in gifted education. Symposium at the 17th Biennial Conference of the World Council for Gifted and Talented Children (WCGT), Warwick, England.

Stoeger, H., & Ziegler, A. (2007, August). When IQ and Einstein are not enough: Integrating models into everyday contexts. In Gender stereotypes: The portrayal of giftedness in popular culture. Symposium at the 17th Biennial Conference of the World Council for Gifted and Talented Children (WCGT), Warwick, England.

Schimke, D., Stoeger, H., & Ziegler, A. (2007, July). The relationship between social presence and group identification within online communities and its impact on the success of online communities. Presentation at the 12th International Conference on Human-Computer Interaction, Beijing, China.

Dresel, M., Stoeger, H., & Ziegler, A. (2007, April). Do students set up their performance goals in reference to specific important others? Test of a differentiation between four addressee groups of performance approach and performance avoidance goals. Presentation at the 88th Annual Meeting of the American Educational Research Association (AERA), New York, NY, USA.

Dresel, M., Stoeger, H., & Ziegler, A. (2006, September). Addressees of performance approach and performance avoidance goals: Results from confirmatory factor analyses. Presentation at the 10th International Conference on Motivation, Landau, Germany.

Schimke, D., Cozacu, C., Stoeger, H., & Ziegler, A. (2006, September). Development of a community platform for girls interested in STEM. Presentation at the Conference on Interactive Computer Aided learning, Villach, Austria.

Stoeger, H., Schleiffer, M., Merz, D., & Ziegler, A. (2006, September). The meaning of epistemic beliefs for learning and achievement behavior. Poster presented at the 10th Conference of the European Council for High Ability (ECHA), Lahti, Finnland.

Stoeger, H., Ziegler, A., Schimke, D., & Cozacu, C. (2006, September). Empirical examination of a one-year mentor program to stimulate the interest of gifted girls in the fields of mathematics and the natural sciences. Presentation at the 10th Conference of the European Council for High Ability (ECHA), Lahti, Finnland.

Ziegler, A., & Stoeger, H. (2006, September). Self-regulated learning as an opportunity to foster gifted pupils during regular classroom instruction. Poster presented at the 10th Conference of the European Council for High Ability (ECHA), Lahti, Finnland.

Stoeger, H., Merz, D., Schleiffer, M., & Ziegler, A. (2006, August). The influence of epistemic beliefs on coming to terms with success and failure. Presentation at the 9th Asia-Pacific Conference on Giftedness, Taipei, Taiwan.

Stoeger, H., Schimke, D., & Cozacu, C., Ziegler, A. (2006, August). CyberMentor: An internet-based mentor program designed to advance the actiotopes of gifted girls in the area of mathematics and the natural sciences. Presentation at the 9th Asia-Pacific Conference on Giftedness, Taipei, Taiwan.

Stoeger, H., & Ziegler, A. (2006, April). Inter-individual differences in the effectiveness of a training program to improve self-regulated learning. Presentation at the 87th Annual Meeting of the American Educational Research Association (AERA), San Francisco, CA, USA.

Lupart, J., & Stoeger, H. (2005, Oktober). The situation of girls and women in mathematics, information technology, technology and science in different countries of the world and possible reasons for patterns in gender differences. Presentation at the Conference on Gender, Culture, and Achievement in Mathematics, Information Technology, Technology, and Science, Edmonton, Canada.

Lupart, J., Stoeger, H., Ziegler, A., & Porath, M. (2005, Oktober). Theoretical background and methodologies for cross-cultural research. Presentation at the Conference on Gender, Culture, and Achievement in Mathematics, Information Technology, Technology, and Science, Edmonton, Canada.

Stoeger, H. (2005, Oktober). Education, gender, and achievement in mathematics, science, and technology in Germany. Presentation at the Conference on Gender, Culture, and Achievement in Mathematics, Information Technology, Technology, and Science, Edmonton, Canada.

Dresel, M., Schober, B., Stoeger, H., & Ziegler, A. (2005, August). To whom are performance goals addressed? Test of a differentiation of performance approach and performance avoidance goals respecting several addressees. Presentation at the 11th Biennal Conference of the European Association for Research on Learning and Instruction (EARLI), Nicosia, Cyprus.

Stoeger, H. (2005, August). Hierachical linear models: Applications in giftedness research. In Quantitative methods in giftedness research. Symposium at the 16th Biennial Conference of the World Council for Gifted and Talented Children (WCGT), New Orleans, LA, USA.

Stoeger, H., & Ziegler, A. (2005, August). Individualized promotion of gifted students in the classroom through self-regulated learning. Presentation at the 16th Biennial Conference of the World Council for Gifted and Talented Children (WCGT), New Orleans, LA, USA.

Ziegler, A., & Stoeger, H. (2005, August). Epistemic beliefs in Physics instruction and consequences for the promotion of the gifted. Presentation at the 16th Biennial Conference of the World Council for Gifted and Talented Children (WCGT), New Orleans, LA, USA.

Stoeger, H., & Ziegler, A. (2004, September). Differential effects of motivational orientation on self-confidence and helplessness among high achieving and underachieving boys and girls. Presentation at the 9th Conference of the European Council for High Ability (ECHA), Pamplona, Spain.

Ziegler, A., Stoeger, H., & Mundi, M. (2004, September). The Epistemic Learner Model. Presentation at the 9th Conference of the European Council for High Ability (ECHA), Pamplona, Spain.

Stoeger, H., & Ziegler, A. (2004, July). How to identify underachievement: A comparison of different approaches. Poster presented at the 8th Asia-Pacific Conference on Giftedness, Daejeon, Korea.

Stoeger, H., & Ziegler, A. (2004, July). Evaluation of a training program to improve self-regulated learning among gifted girls. Presentation at the 8th Asia-Pacific Conference on Giftedness, Daejeon, Korea.

Ziegler, A., & Stoeger, H. (2004, July). The actiotope model of giftedness. Presentation at the 8th Asia-Pacific Conference on Giftedness, Daejeon, Korea.

Stoeger, H. (2003, September). A training programme in self-regulated learning for computer science students. Poster presented at the 10th Biennal Conference of the European Association for Research on Learning and Instruction (EARLI), Padua, Italy.

Stoeger, H., & Ziegler, A. (2003, August). Deviations among different indicators of underachievement. Poster presented at the 15th Biennial Conference of the World Council for Gifted and Talented Children (WCGT), Adelaide, Australia.

Stoeger, H., & Ziegler, A. (2003, August). Evaluation of an attributional retraining to reduce gender differences in the subject of chemistry between boys and girls who are gifted in the natural sciences. Presentation at the 15th Biennial Conference of the World Council for Gifted and Talented Children (WCGT), Adelaide, Australia.

Ziegler, A., & Stoeger, H. (2003, August). The ENTER model for the identification of talented persons. Presentation at the 15th Biennial Conference of the World Council for Gifted and Talented Children (WCGT), Adelaide, Australia.

Ziegler, A., Stoeger, H., & Dresel, M. (2003, April). A cross-cultural examination of Dweck’s Model. Presentation at the 84th Annual Meeting of the American Educational Research Association (AERA), Chicago, IL, USA.

Stoeger, H., & Ziegler, A. (2002, Oktober). Living in harmony? Causes of deviations among different indicators of giftedness. Presentation at the 8th Conference of the European Council for High Ability (ECHA), Rhodes, Greece.

Ziegler, A., David, H., & Stoeger, H. (2000, Februar). Consequences of the male stereotype of an academically successful person for thinking. Presentation in the 4th Symposium for Educational Psychology, Dortmund, Germany.

Presentations at German-Language Conferences

Bayer, S., Stöger, H., Ziegler, A., & Emmerdinger, K. (2023, September). Mothers’ and fathers’ STEM support: Relations to socio-demographic factors and significance for boys’ and girls’ elective intentions in STEM. Vortrag auf der 19. Fachgruppentagung Pädagogische Psychologie (PAEPS) der DGPs, Kiel, Germany.

Matthes, B., Emmerdinger, K., Ziegler, A., & Stöger, H. (2023, September). Lernpfad-Mentoring: Evaluation eines 1:1-Mentorings für begabte Schüler/-innen in ihrer Talentdomäne [Learning pathway mentoring: Evaluation of a one-on-one mentoring for gifted students in their respective talent domain]. Vortrag auf der 19. Fachgruppentagung Pädagogische Psychologie (PAEPS) der DGPs, Kiel, Germany.

Stöger, H., Emmerdinger, K., Bayer, S. & Ziegler, A. (2022, November). Förderung von Schülerinnen in MINT. Ein kombiniertes Programm aus Online-Mentoring und schulischer Maßnahme [Promoting female high school students in STEM. A combined program of online mentoring and school-based measure]. Vortrag auf dem 11. Internationalen Kongress des Österreichischen Zentrums für Begabtenförderung und Begabungsforschung (ÖZBF), Salzburg, Austria.

Daunicht, T.-M., Emmerdinger, K. J., Stöger, H., & Ziegler, A. (2022, September). Mentoring entlang eines Lernpfades: Eine Mixed-Methods-Studie [Mentoring along a learning pathway: A mixed-methods study]. Vortrag auf der 86. Sektionstagung der Arbeitsgruppe empirische pädagogische Forschung (AEPF), Stuttgart, Germany.

Daunicht, T.-M., Matthes, B., Quarda, A.-K., Emmerdinger, K., Stöger, H. & Ziegler, A. (2022, September). Mentoring entlang eines Lernpfades: Gelingensbedingungen für ein schulbasiertes 1:1-Mentoring-Programm [Mentoring along a learning pathway: Conditions for success in a school-based one-on-one mentoring program].  Vortrag auf der 5. LemaS-Jahrestagung, Berlin, Germany.

Emmerdinger, K., Bayer, S., Uebler, C., Ziegler, A. & Stöger, H. (2022, September). Mädchen für MINT begeistern: Ein kombiniertes Online-Mentoring und Schulprogramm für die Sekundarstufe [Getting girls involved in STEM: A combined online mentoring and school program for secondary education]. Vortrag auf der 5. LemaS-Jahrestagung, Berlin, Germany.

Emmerdinger, K., Uebler, C., Heyna, K., Ziegler, A. & Stöger, H. (2022, September). Mentoring als Maßnahme zur individuellen Förderung leistungsstarker und besonders motivierter Schülerinnen und Schüler [Mentoring as an individual support measure for high-achieving and particularly motivated students]. Workshop auf der 5. LemaS-Jahrestagung, Berlin, Germany.

Quarda, A., Matthes, B., Ziegler, A. & Stöger, H. (2022, September). Educational and learning capital predict academic achievement in STEM subjects. Vortrag auf der Sektionstagung der Arbeitsgruppe für empirische pädagogische Forschung (AEPF), Stuttgart, Germany.

Suggate, S., Karle, V., Kipfelsberger, T., & Stoeger, H. (2022, September). A meta-analysis of differential links between fine motor and academic/cognitive development. British Psychological Society, Sheffield, UK.

Karle, V. L., Suggate, S. P., Kipfelsberger, T. & Stoeger, H. (2022, June). Relations between executive functions, gross, and fine motor skills as a function of underlying coordinative skills. Poster präsentiert auf der 54. Jahrestagung der Arbeitsgemeinschaft für Sportpsychologie, Muenster, Germany.

Emmerdinger, K., Luo, L., Mader, M., Balestrini, D., & Stoeger, H. (2021, October). Planning and implementing best-practice mentoring programs for high-achieving, highly motivated children and youths in scholastic and extracurricular programs. Workshop at the World Giftedness Center International Conference, Dubai, UAE.

Matthes, B. & Stöger, H. (2021, September). Implizite Theorien (IPTs) von Eltern prädizieren Übertrittseignung und Übertrittsentscheidungen. Vortrag auf der 18. Tagung der Fachgruppe Pädagogische Psychologie der DGPs, Heidelberg, Germany (virtuell gehalten).

Steinbach, J. & Stoeger, H. (2019, February). Selbstreguliertes Lernen in der Grundschule: Welchen Einfluss haben die Einstellungen von Grundschullehrkräften gegenüber selbstreguliertem Lernen auf die selbstberichtete Unterrichtsgestaltung, die Bereitschaft an einer Fortbildung teilzunehmen sowie auf die Durchführung eines mehrwöchigen Trainings zum selbstregulierten Lernen [Self-regulated learning in primary school: What influence do the attitudes of primary school teachers towards self-regulated learning have on the self-reported instructional behavior, the willingness to participate in a training pro-gram and on the implementation of a training program of several weeks on self-regulated learning? (presentation)]. Vortrag auf der 7. Tagung der Gesellschaft für empirische Bildungsforschung (GEBF), Cologne, Germany.

Schirner, S., Höldrich, A., Kirr, C. & Stoeger, H. (2018, November). Fortbildung und Coaching im schulpädagogischen Blockpraktikum: Nachhaltige Qualitätssicherung durch formative Evaluation und Rückkoppelung in die universitäre Lehre [Continuing education and coaching in a block internship in school education: Sustainable quality assurance through formative evaluation and feedback into university teaching (presentation)]. Vortrag auf dem 2. Programmkongress der QLB im Rahmen des Forums „Wissenschafts- und Praxisbezug in der Lehrkräftebildung“, Berlin, Germany.

Frühwirth, B., Heilemann, M. & Stoeger, H. (2018, November). Die Darstellung von Geschlechterrollen in bayerischen Schulbüchern am Beispiel von Pflege- und Technikberufen [The presentation of gender roles in Bavarian textbooks using the example of nursing and technical professions (presentation)]. Kurzvortrag auf den 18. Münchner Wissenschaftstagen, Munich, Germany.

Frühwirth, B., Heilemann, M. & Stoeger, H. (2018, September). Care und Gender in deutschen Schulbüchern. Die mediale und geschlechtsspezifische Repräsentation von Care-Kontexten in modernen Schulbüchern [Care and Gender in German Textbooks. The media and gender-specific repre-sentation of care contexts in modern textbooks (presentation)]. Vortrag auf der Jahrestagung der DGfE-Kommission Pädagogische Anthropologie, Hamburg, Germany.

Frühwirth, B., Heilemann, M. & Stoeger, H. (2018, September). Gender, Care und MINT in deutschen Schulbüchern. Über die geschlechtsspezifische Repräsentation von Care- und MINT-Berufen [Gender, Care and MINT in German textbooks. About the gender-specific rep-resentation of care and MINT professions (presentation)]. Vortrag auf der 83. Sektionstagung der Arbeitsgruppe für empirische pädagogische Forschung (AEPF), Lueneburg, Germany.

Obergrießer, S. & Stöger, H. (September, 2018). Freude, Langeweile und der (kompetente) Einsatz von Lernstrategien. Vortrag auf der 83. Sektionstagung der Arbeitsgruppe für empirische pädagogische Forschung (AEPF), Lüneburg.

Schirner, S. & Stöger, H. (2018, September). MINT-Förderung durch Mentoring. Vortrag auf der Fachtagung „Hochschule auf Zukunftskurs – Vernetzte Strukturen für die Qualitätsentwicklung in Studium und Lehre“, Hamburg.

Zack, R., Suggate, S. & Stöger, H. (2018, September). Wie hängen feinmotorische Fähigkeiten mit passiven, expressiven Sprachfähigkeiten zusammen?  Vortrag auf der 83. Sektionstagung der Arbeitsgruppe für empirische pädagogische Forschung (AEPF), Lüneburg.

Schirner, S. & Stöger, H. (2018, April). MINT-Förderung durch Mentoring – Das Programm CyberMentor. Vortrag auf der Jahrestagung der Junior Ingenieur Akademie „Mit Technik Schule gestalten“, Paderborn.

Roesch, S., Fischer, U., Suggate, S., Moeller, K., & Stoeger, H. (2018, März). Helping hands: Fine motor skills predict basic arithmetic abilities in preschool and first grade. Vortrag auf der 60. Tagung experimentell arbeitender Psychologen (TeaP), Marburg.

Heilemann, M., Schirner, S. & Stöger, H. (2018, Februar). Diktionärsbasierte Textanalysen zur Darstellung von Gender, Care & MINT in Schulbüchern. Poster präsentiert auf der 6. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), Basel, Schweiz.

Schirner, S., Pufke, E., Höldrich, A. & Stöger, H. (2017, November). Coaching von Praktikumslehrkräften. Vortrag auf der Tagung „Wieviel Wissenschaft braucht die Lehrerfortbildung?“ im Rahmen des Workshops „Coaching-Ansätze in der Lehrerfortbildung“, Kassel.

Fischer, U., Suggate, S. & Stoeger, H. (2017, September). Zusammenhänge zwischen feinmotorischen Fertigkeiten und der numerischen Entwicklung [Associations between fine motor skills and numerical development (presentation)]. Vortrag auf der Gemeinsamen Tagung der Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie (PAEPSY), Muenster, Germany.

Pufke, E., Schirner, S., Stöger, H., Höldrich, A. & Lichtinger, U. (2017, September).Selbstwirksamkeitserwartung von Lehrkräften bei der Praktikumsbetreuung [Teachers' self-efficacy in internship supervision (poster)]. Poster präsentiert auf der 82. Sektionstagung der Arbeitsgruppe für empirische pädagogische Forschung (AEPF), Tuebingen, Germany.

Pufke, E., Suggate, S. & Stoeger, H. (2017, September). Mit geschickten Fingern lesen lernen? Eine Untersuchung des Zusammenhangs zwischen feinmotorischen Fertigkeiten und der Leseentwicklung in der Vorschule und ersten Jahrgangsstufe [Learning to read with dexterous fingers? A study of the relationship between fi-ne motor skills and reading development in preschool and first grade (presenta-tion)].Vortrag auf der Gemeinsamen Tagung der Fachgruppen Entwicklungspsychologie und Pädagogische Psychologie (PAEPSY), Muenster, Germany.

Schirner, S. & Stöger, H. (2017, Mai). Individuelle MINT-Förderung durch Mentoring. Vortrag auf der Jahrestagung der Junior Ingenieur Akademie „Mit Technik Schule gestalten“, Leipzig.

Schirner, S., Stoeger, H., Heilemann, M. & Ziegler, A. (2017, March). Charakteristika und Entwicklungsverläufe von GymnasiastInnen mit und ohne E-Mentoring in MINT [Characteristics and trajectories of grammer school pupils with and without e-mentoring in STEM (presentation)]. Vortrag auf der 5. Tagung der Gesellschaft für empirische Bildungsforschung (GEBF), Heidelberg, Germany.

Zack, R. E., Suggate, S., & Stoeger, H. (2017, March). Understanding the link between motor and vocabulary development: Bod-Object Interaction or Body-Part-Association? Vortrag auf der 59. Tagung experimentell arbeitender Psychologen (TeaP), Dresden, Germany.

Hopp, M., Stoeger, H. & Ziegler, A. (2016, December). Jenseits der Dyade: Der Einfluss des Netzwerks auf den Erfolg eines Mentorings [Beyond the dyad: Influence of networks on the success of mentoring (presen-tation)]. . Vortrag auf der Tagung „Der Stand der Netzwerkforschung“, Darmstadt, Germany.

Matthes, B. & Stoeger, H. (2016, September). Beeinflussen implizite Persönlichkeitstheorien (IPTs) von Eltern vermittelt über häusliche Lernunterstützung und IPTs ihrer Kinder deren schulischen Leistungen? [Do parents' implicit personality theories (IPTs) influence their children's academic achievement as mediated by childrens's IPTs and learning support at home?] Vortrag auf dem 50. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), Leipzig, Germany.

Heilemann, M., Balestrini, D. P., Schirner, S. & Stoeger, H. (2016, March). Gender Bias in der Darstellung von Care und MINT in Kinder- und Schulbüchern [Gender bias in the depiction of care and STEM in children's literature and schoolbooks (poster)]. Poster präsentiert auf der 4. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), Berlin, Germany.

Hopp, M., Heilemann, M., Stoeger, H. & Ziegler, A. (2016, March). Unterstützende Netzwerkeffekte in Online-Mentoring Plattformen [Supporting network effects in online mentoring platforms (poster)]. Poster präsentiert auf der 4. Tagung der Gesellschaft für Empirische Bildungsforschung (GEBF), Berlin, Germany.

Stoeger, H. (2015, December). Außerschulische Begabungsförderung in MINT [Extracurriculuar gifted education in STEM (presentation)]. Vortrag auf der 8. SATW Tagung Nachwuchsförderung Technik, Zurich, Switzerland.

Stoeger, H. (2015, December). Wie sehen wirksame und gendergerechte MINT-Förderangebote aus? [Characteristics of effective and gender-appropriate educational offerings in STEM (workshop)] Workshop auf der 8. SATW Tagung Nachwuchsförderung Technik, Zurich, Switzerland.

Stoeger, H. (2015, November). Selbstreguliertes Lernen und Lernstrategien: Effektive Fördermöglichkeiten für (hochbegabte) Achiever und Underachiever im regulären Klassenkontext [Self-regulated learning and learning strategies: Effective educational opportuni-ties for (gifted) achievers and underachievers in regular classroom contexts]. Vortrag auf dem 16. Kolloquiums zur Begabtenförderung  des Sächsischen Bildungsinstituts, Meissen, Germany.

Balestrini, D. P., Heilemann, M., & Stoeger, H. (2015, September). Eine kulturvergleichende Untersuchung des Gender-Bias in Diskursen über Hochbegabung und MINT in den Medien [A cross-cultural examination of gender bias in discussions of giftedness and STEM in the media (presentation)]. Präsentation auf dem 5. Münsterischen Bildungskongress, Muenster, Germany.

Kuhlmann, J. M., Matthes, B. & Stoeger, H. (2015, September). Die Rolle von Soziotopen für die Leistungs- und Talententwicklung – Eine Studie zur systematischen Erfassung von Lernumwelten [The role of sociotopes for achievement and talent development – A study for systemically assessing learning environments (presentation)]. Vortrag auf dem 5. Münsterschen Bildungskongress, Muenster, Germany.

Matthes, B. & Stoeger, H. (2015, September). Die Auswirkungen von impliziten Persönlichkeitstheorien auf die Nutzung von Lernstrategien im Rahmen eines Trainingsprogrammes zum selbstregulierten Lernen [The effect of implicit personality theories on the use of learning strategies during a training for self-regulated learning (presentation)]. Vortrag auf der 15. Fachgruppentagung Pädagogische Psychologie (PAEPS) der DGPs, Kassel, Germany.

Obergrießer, S., Steinbach, J. & Stoeger, H. (2015, September). Identifikation und Förderung von Underachievern in der Grundschule [Identifying and supporting underachievers in primary school (presentation)]. Vortrag auf dem 5. Münsterschen Bildungskongress, Muenster, Germany.

Sontag, C. & Stoeger, H. (2015, September). Profitieren hochintelligente und hochleistende Schüler/-innen von einem Training selbstregulierten Lernens in heterogenen Klassen? [Do highly intelligent and high-achieving students benefit from training in self-regulated learning in heterogenous classrooms? (presentation)]. Vortrag auf dem 5. Münsterschen Bildungskongress, Muenster, Germany.

Steinbach, J., Obergrießer, S. & Stoeger, H. (2015, September). Einstellungen von Grundschullehrkräften gegenüber selbstreguliertem Lernen und ihr Einfluss auf die selbstberichtete Unterrichtsgestaltung, die Fortbildungsbereitschaft sowie die Umsetzung eines mehrwöchigen Trainings zum selbstregulierten Lernen [Attitudes of primary school teachers towards self-regulated learning and their impact on self-reported lesson planning and the willingness to participate in a training program for self-regulated learning and to implement a seven-week training program in class (presentation)]. Vortrag auf der 15. Fachgruppentagung Pädagogische Psychologie (PAEPS) der DGPs, Kassel, Germany.

Heilemann, M. & Stoeger, H. (2015, June). Gender & Care in den Medien: Computergestützte Textanalysen zur Darstellung von Mädchen/Frauen und Jungen/Männern in Schulbüchern sowie in der Kinder- und Jugendliteratur [Gender & care in the media: Computerized text analyses of the representation of girls/women and boys/men in schoolbooks and in children’s literature (poster)]. Poster präsentiert auf der Tagung des Netzwerks Genderforschung und Gleichstellungspraxis Bayern (NeGG), Tutzing, Germany.

Giglberger, S., Gardeia, A., Kuhlmann, J. M., Balestrini, D. P. & Stoeger, H. (2015, March). MINT-Girls Regensburg. Eine Initiative der Universität Regensburg und der Ostbayerischen Technischen Hochschule Regensburg [STEM Girls Regensburg: An initiative of the University of Regensburg and the East-Bavarian University of Applied Sciences in Regensburg (poster)]. Poster präsentiert auf der 10. Jahrestagung des LernortLabor – Bundesverbandes der Schülerlabore e.V. (LeLa), Berlin, Germany.

Matthes, B., Steinbach, J., Obergrießer, S. & Stoeger, H. (2014, September). Auswirkungen von impliziten Persönlichkeitstheorien auf das Lernverhalten im Rahmen eines Trainingsprogrammes zum selbstregulierten Lernen [Effects of implicit personality theories on learning behavior in a training program for self-regulated learning (poster)]. Poster präsentiert auf dem 49. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), Bochum, Germany.

Schirner, S. & Stoeger, H. (2014, September). E-Mentoring für Mädchen im MINT-Bereich – Prädiktoren erfolgreichen Mentorings. In Mentoring als effektives Förderinstrument in verschiedenen Lebenssituationen [E-Mentoring for girls in STEM – predictors for successful mentoring (presenta-tion)]. Vortrag auf dem 49. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), Bochum, Germany.

Stoeger, H. (2014, September). Lernstrategien und selbstreguliertes Lernen im regulären Unterricht [Learning strategies and self-regulated learning in regular classroom instruction (workshop)]. Workshop auf dem Kongress Begabungs- und Begabtenförderung, Brugg-Windisch, Switzerland.

Stoeger, H. (2014, February). Von CyberMentor zu CyberMINT-Communities: Acht Jahre erfolgreiche MINT-Mädchenförderung [From CyberMentor to CyberMINT Communities: Eight years of successful promotion of girls and young women in STEM (presentation)]. Vortrag auf dem Kongress Von CyberMentor zu CyberMINT-Communities: Acht Jahre erfolgreiche MINT-Mädchenförderung, Regensburg, Germany.

Stoeger, H. (2013, November). Ursachen für niedrige Partizipationsraten von Mädchen und Frauen in MINT und mögliche Interventionen Causes of lower participation rates of girls and women in STEM and potential interventions (presentation)]. Vortrag auf der 5. Komm, mach MINT.-Netzwerktagung, Berlin, Germany.

Stoeger, H. (2013, November). Spezifische Lehr- und Lernvoraussetzungen Begabter [Teaching and learning prerequisites tailored to the needs of gifted individuals]. Vortrag auf dem 8. Internationalen ÖZBF-Kongress zu Fragen der Begabungs- und Exzellenzförderung, Salzburg, Austria.

Stoeger, H., Steinbach, J. & Obergrießer, S. (2013, November). Wie kann das Lernverhalten begabter Schüler/innen während des regulären Unterrichts und der Hausaufgaben gefördert werden? [What can we do to promote better learning behaviors among gifted pupils during regular classroom instruction and homework? (workshop)] Workshop auf dem 8. Internationalen ÖZBF-Kongress zu Fragen der Begabungs- und Exzellenzförderung, Salzburg, Austria.

Heilemann, M. & Stoeger, H. (2013, September). Online positive Emotionen in MINT vorleben: Der Sprachgebrauch erfolgreicher E-Mentorinnen [Demonstrating positive emotions about STEM online: The language use of successful female e-mentors (poster)]. Poster präsentiert auf der 14. Fachgruppentagung Pädagogische Psychologie (PAEPS) der DGPs, Hildesheim, Germany.

Reiser, O., König, B., Gruber, H., Stoeger, H. & Rögner, K. (2013, March). Interaktivität in Lehrveranstaltungen [Interactivity during classroom instruction (poster)]. Poster präsentiert auf der Tagung „Gute Lehre — gesucht und geteilt“, Berlin, Germany.

Greindl, T., Sontag, C. & Stoeger, H. (2012, September). Die Wirksamkeit eines Trainingsprogramms zum selbstregulierten Lernen und Textverständnis für Viertklässler [The effectiveness of a training program for self-regulated learning and reading comprehension for fourth graders (presentation)]. Vortrag auf der 21. Jahrestagung der DGfE-Kommission Grundschulforschung und Pädagogik der Primarstufe, Nuremberg, Germany.

Harder, B., Sontag, C. & Stoeger, H. (2012, September). Je intelligenter desto selbstregulierter? Der Zusammenhang zwischen Intelligenz und selbstreguliertem Lernen [Does more intelligence mean more effective self-regulation? The relationship between intelligence and self-regulated learning (presentation)]. Vortrag auf der 21. Jahrestagung der DGfE-Kommission Grundschulforschung und Pädagogik der Primarstufe, Nuremberg, Germany.

Heilemann, M., Schirner, S. & Stoeger, H. (2012, September). Emotionale Ansteckung in einer Online-Community [Emotional contagion in an online community (poster)]. Poster präsentiert auf dem 48. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), Bielefeld, Germany.

Schirner, S. & Stoeger, H. (2012, September). Zusammenhänge zwischen geschlechtsstereotypen Einstellungen und Unterrichtsverhalten von Lehrkräften in den Fächern Mathematik und Deutsch [Connections between gender-specific attitudes and behavior while teaching math and German (presentation)]. Vortrag auf dem 48. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), Bielefeld, Germany.

Hermann, T., Sontag, C. & Stoeger, H. (2011, September). Emotionale Wirkung eines Trainings zum selbstregulierten Lernen [The emotional effect of a training program on self-regulated learning (poster)]. Poster präsentiert auf der 13. Fachgruppentagung Pädagogische Psychologie (PAEPS) der DGPs, Erfurt, Germany.

Martzog, P. & Stoeger, H. (2011, September). Entwicklung eines Testinstruments zur Erfassung feinmotorischer Fertigkeiten im Vorschulalter [The development of a diagnostic instrument for assessing fine-motor-skills abi-lities in preschool-aged children (presentation)]. Vortrag auf der 20. Fachgruppentagung Entwicklungspsychologie der DGPs, Erfurt, Germany.

Martzog, P. & Stoeger, H. (2011, September). Prädiktive Bedeutung feinmotorischer Fähigkeiten für allgemeines Wissen und schlussfolgerndes Denken bei Vorschulkindern [The predictive relevance of fine motor skills for general knowledge and inductive thinking in preschoolers (poster)]. Poster präsentiert auf der 76. Sektionstagung der Arbeitsgruppe für empirische pädagogische Forschung (AEPF), Klagenfurt, Austria.

Sontag, C. & Stoeger, H. (2011, September). Eine multimethodale Studie zur Selbsteinschätzung von Hauptschülern [A multi-methods study on the self-evaluative competencies of non-college-track secondary schoolchildren (presentation)]. Vortrag auf der 13. Fachgruppentagung Pädagogische Psychologie (PAEPS) der DGPs, Erfurt, Germany.

Steinbach, J. & Stoeger, H. (2011, September). Entwicklung eines Instruments zur Messung von Lehrereinstellungen zum selbstregulierten Lernen [The development of an instrument for measuring the attitudes of teachers to-wards self-regulated learning (poster)]. Poster präsentiert auf der 13. Fachgruppentagung Pädagogische Psychologie (PAEPS) der DGPs, Erfurt, Germany.

Heilemann, M., Schirner, S., Sturm, K., Stoeger, H. & Ziegler, A. (2011, March). Prädiktoren einer langfristigen Teilnahme von Schülerinnen und Mentorinnen an einem E-Mentoring-Programm [Predictors of long-term participation of pupils and mentors in an e-mentoring program (poster)]. Poster präsentiert auf der 75. Sektionstagung der Arbeitsgruppe für empirische pädagogische Forschung (AEPF), Bamberg, Germany.

Martzog, P. & Stoeger, H. (2011, March). Untersuchung der Beziehung zwischen feinmotorischen und kognitiven Fähigkeitsaspekten bei Vorschulkindern [A study of the connection between fine motor skills and cognitive abilities of preschoolers (presentation)]. Vortrag auf der 75. Sektionstagung der Arbeitsgruppe für empirische pädagogische Forschung (AEPF), Bamberg, Germany.

Stoeger, H., Reutlinger, M. & Ziegler, A. (2011, March). Evaluationsstandards des Projekts CyberMentor [Standards for evaluating the CyberMentor project (presentation)]. Vortrag auf der 75. Sektionstagung der Arbeitsgruppe für empirische pädagogische Forschung (AEPF), Bamberg, Germany.

Ziegler, A., Pufke, E., Reutlinger, M. & Stoeger, H. (2011, March). Online-Mentoring: Ein Selbstläufer? [Online mentoring: A good idea? (presentation)]  Vortrag auf der 75. Sektionstagung der Arbeitsgruppe für empirische pädagogische Forschung (AEPF), Bamberg, Germany.

Pufke, E., Schirner, S. & Stoeger, H. (2010, November). Nutzung von E-Mail-Mentoring und Internet-Communities zur Förderung von mathematisch- naturwissenschaftlichen Interessen bei Schülerinnen [Using email mentoring and internet communities to encourage female pupils’ interests in math and science (workshop)]. Workshop auf der 19. Bundeskongress für Schulpsychologie, Hameln, Germany.

Sontag, C., Holzer, C., Greindl, T. & Stoeger, H. (2010, November). Vermittlung selbstregulierten Lernens mit Hilfe verschiedener Medien [Presenting self-regulated learning via various media (workshop)]. Workshop auf dem 19. Bundeskongress für Schulpsychologie, Hameln, Germany.

Stoeger, H., Heilemann, M., Neubauer, T., Pufke, E., Reutlinger, M., Schimke, D., Schirner, S., Vogel, J. & Ziegler, A. (2010, November). CyberMentor: E-Mentoring für begabte Mädchen in MINT [CyberMentor: An e-mentoring program for gifted girls in STEM (presentation)]. Vortrag auf dem 7. Internationalen ÖZBF-Kongress zu Fragen der Begabtenförderung, Salzburg, Austria.

Heilemann, M., Stoeger, H. & Wolff, C. (2010, September). Nutzergruppen-abhängige Sprachvariation im Diskussionsforum einer Online-Community [User-specific linguistic behavior in the discussion forum of an online community (poster)]. Poster präsentiert auf der Mensch & Computer 2010 — Interaktive Kulturen, Duisburg, Germany.

Martzog, P., Meier, E. & Stoeger, H. (2010, September). Einschätzungsgenauigkeit feinmotorischer Fertigkeiten durch ErzieherInnen [The accuracy of preschool teachers’ assessments of children’s fine motor skills (poster)]. Poster präsentiert auf dem 47. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), Bremen, Germany.

Sontag, C., Hausner, S. & Stoeger, H. (2010, September). Veränderungen im selbstregulierten Lernen in Abhängigkeit von der motivationalen Orientierung: Eine Tagebuchstudie [Changes in self-regulated learning which are dependent upon motivational orientation: A journal study (poster)]. Poster präsentiert auf der 74. Tagung der Arbeitsgruppe für empirische pädagogische Forschung (AEPF), Jena, Germany.

Sontag, C. & Stoeger, H. (2010, September). Wirksamkeit eines durch Lehrkräfte vermittelten Trainings zum selbstregulierten Lernen während des regulären Unterrichts und der Hausaufgaben [The effectiveness of a training program for self-regulated learning which is ad-ministered by teachers during regular classroom instruction and for homework (presentation)]. Vortrag auf dem 47. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), Bremen, Germany.

Steinbach, J., Harder, B., Stoeger, H. & Ziegler, A. (2010, September). Domänenspezifische Replikation der Studie von Müller und Dweck (1998) zur negativen Wirkung von Entitätsfeedback [A domain-specific replication of the study by Müller and Dweck (1998) on the negative effect of entity feedback (poster)]. Poster präsentiert auf dem 47. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), Bremen, Germany.

Hackl, J., Heilemann, M., Neubauer, T. & Stoeger, H. (2010, June). Darstellung von Mädchen und Frauen in den Medien [How girls and women are depicted in the media (presentation)]. Vortrag auf dem 1. ExpertInnentreffen zum Thema Mädchen und Frauen in MINT, Regensburg, Germany.

Pufke, E., Schirner, S. & Stoeger, H. (2010, June). Die Situation von Mädchen in der Schule im Primar- und Sekundarbereich [The situation of girls in primary and secondary education (presentation)]. Vortrag auf dem 1. ExpertInnentreffen zum Thema Mädchen und Frauen in MINT, Regensburg, Germany.

Stoeger, H. (2010, April). Geschlechtsunterschiede bei Hochbegabung: Empirische Befunde und Fördermöglichkeiten [Gender differences among the gifted: Empirical results and opportunities for educators (presentation)]. Vortrag im Rahmen des 11. WINGS-Kongresses zur Begabungs- und Begabtenförderung, Luzern, Switzerland.

Ziegler, A. & Stoeger, H. (2010, April). Die sieben Grundprinzipien der Motivationsförderung [The seven basic principles of motivational interventions (presentation)]. Eröffnungsvortrag des 11. WINGS-Kongresses zur Begabungs- und Begabtenförderung, Luzern, Switzerland.

Stoeger, H. (2009, November). Frauen in MINT: Prävention der ‚Leaky Pipeline‘ [Women in STEM: Avoiding the ‘Leaky Pipline’ (presentation)]. Vortrag auf der 13. Physikerinnen Tagung, Frankfurt/Main, Germany.

Sontag, C., Holzer, C., Greindl, T., & Stoeger, H. (2009, November). Vermittlung selbstregulierten Lernens mit Hilfe einer Lernsoftware [Teaching self-regulated learning with the help of learning software (workshop)]. Workshop auf der 19. Bundeskonferenz für Schulpsychologie, Hameln, Germany.

Pufke, E., Schirner, S., & Stoeger, H. (2009, November). Nutzung von E-Mail-Mentoring und Internet-Communities zur Förderung von mathematisch-naturwissenschaftlichen Interessen bei Schülerinnen [Using email mentoring and internet communities to encourage female pupils’ interests in math and science (workshop)]. Workshop auf der 19. Bundeskonferenz für Schulpsychologie, Hameln, Germany.

Martzog, P., Meier, D. & Stoeger, H. (2009, September). Einschätzungsgenauigkeit feinmotorischer Fertigkeiten durch ErzieherInnen [The accuracy with which preschool teachers assess fine motor skills (poster)]. Poster präsentiert auf dem 47. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), Bremen, Germany.

Sontag, C. & Stoeger, H. (2009, September). Wirksamkeit eines durch Lehrkräfte vermittelten Trainings zum selbstregulierten Lernen während des regulären Unterrichts und der Hausaufgaben [The effectiveness of a training program for self-regulated learning that is taught by classroom teachers during regular instruction and also intended for use dur-ing homework (presentation)]. Vortrag auf dem 47. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), Bremen, Germany.

Sontag, C. & Stoeger, H. (2009, September). Wirksamkeit eines Trainings zur Vermittlung von selbstreguliertem Lernen und Textverständnisstrategien bei Grundschülern mit und ohne Migrationshintergrund [The effectiveness of a training program for teaching self-regulated learning and reading-comprehension skills for gradeschoolers with and without a migration background (presentation)]. Vortrag auf der 73. Tagung der Arbeitsgruppe für empirisch pädagogische Forschung (AEPF), Bochum, Germany.

Steinbach, J., Harder, B., Stoeger, H. & Ziegler, A. (2009, September). Domänenspezifische Replikation der Studie von Müller und Dweck zur negativen Wirkung von Entitätsfeedback [A domain-specific replication of the study of Müller and Dweck on the negative effect of entity feedback (poster)]. Poster präsentiert auf dem 47. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), Bremen, Germany.

Stoeger, H. (2009, September). Ein adaptiver subjektiver Handlungsraum: Wie lassen sich Lernhandlungen in der Primarstufe fördern? [An adaptive subjective action space: Improving learning behaviors at the primary-school level (presentation)]. Vortrag auf dem 3. Münsterschen Bildungskongress, Muenster, Germany.

Stoeger, H. (2009, July). Frauen in MINT-Fächern: Berufswahlentscheidungen [Women in STEM subjects: Career choices (workshop)]. Workshop auf dem CEWS Kongress: Frauen für die Stärkung von Wissenschaft und Forschung, Berlin, Germany.

Stoeger, H. (2009, July). Motivationsförderung von begabten Schülern [Encouraging the motivation of gifted pupils]. Keynote at the 1. Pädagogischen Tagung des Begabtenzentrums Bayern, Freising, Germany.

Stoeger, H. (2009, May). Verhaltensauffälligkeit oder Genialität? Die Bedeutung des Lernumfeldes [Antisocial behavior or genius? The meaning oft he learning environment]. Keynote at the 10. ECHA-Tage, Salzburg, Austria.

Martzog, P., Stoeger, H., & Ziegler, A. (2009, March). Feinmotorische Fertigkeiten und kognitives Lernen im Vorschulalter [Fine motor skills and cognitive learning in preschool-aged children (presentati-on)]. Vortrag auf der 51. Tagung experimentellarbeitender Psychologen (TeaP), Jena, Germany.

Schirner, S., Schimke, D., Stoeger, H. & Ziegler A. (2009, March). Mädchenförderung im MINT-Bereich — Welche Variablen prädizieren erfolgversprechendes E-Mentoring? [Fine motor skills and cognitive learning in preschool-aged children (presentation)] In Bildungsprozesse im MINT-Bereich, Teil I: Genderspezifische Aspekte. Symposion auf der 72. Tagung der Arbeitsgruppe für empirische pädagogische Forschung (AEPF), Landau, Germany.

Schimke, D., Stoeger, H. & Ziegler, A. (2007, May). CyberMentor — Ergebnisse eines zweijährigen E-Mentoring-Programms [CyberMentor – Results of a two-year E-Mentoring Program (presentation)]. Vortrag auf dem doIT-regional Kongress, Ulm, Germany.

Stoeger, H. (2007, May). Online-Mentoring: Grundlagen und Einsatzmöglichkeiten [Online-Mentoring: Basic principles and applications (presentation)]. Vortrag auf dem doIT-regional Kongress, Ulm, Germany.

Stoeger, H. & Thumser, K. (2006, October). Selbstreguliertes Lernen als Fördermöglichkeit begabter Achiever und Underachiever [Self-regulated learning as a possibility for encouraging gifted achievers and un-derachievers (presentation)]. Vortrag auf dem Kongress Lisa Einstein und das neue Lernen: Begabungsförderung hat Zukunft, Graz, Austria.

Stoeger, H. & Thumser, K. (2006, October). Ein Trainingsprogramm zum selbstregulierten Lernen für begabte Achiever und Underachiever [A training program for self-regulated learning designed for gifted achievers and underachievers (workshop)]. Workshop auf dem Kongress Lisa Einstein und das neue Lernen: Begabungsförderung hat Zukunft, Graz, Austria.

Stoeger, H. & Ziegler, A. (2006, September). Die Bedeutung motivationaler Orientierungen für den Erfolg eines Trainings selbstregulierten Lernens [The importance of motivational orientation for the success of the training program for self-regulated learning (presentation)]. In Vortrag im Rahmen der Arbeitsgruppe Selbstregulation/selbstreguliertes Lernen und seine Komponenten auf dem 45. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), Nuremberg, Germany.

Kübler, T., Stoeger, H., Ziegler, A. & Zimmer, M. (2006, September). Förderung epistemischer Überzeugungen: Ein Trainingsprogramm zur Verbesserung selbstregulierten Lernens [Fostering epistemic beliefs: A training program to improve self-regulated learning (workshop)]. Workshop auf der 17. Bundeskonferenz für Schulpsychologie, Cologne, Germany.

Thewalt, B., Stoeger, H., Ziegler, A. & Zöllner, I. (2006, September). Der Breuer-Weuffen-Test als Instrument der Schuleingangsdiagnostik [The Breuer-Weuffen Test as an identification instrument for school readiness (presentation)]. Vortrag auf der 17. Bundeskonferenz für Schulpsychologie, Cologne, Germany.

Ziegler, A. & Stoeger, H. (2006, September). Trainingsprogramm zur Verbesserung selbstregulierten Lernens [A training program to improve self-regulated learning (workshop)]. Workshop auf der 17. Bundeskonferenz für Schulpsychologie, Cologne, Germany.

Kübler, T., Zimmer, M., Stoeger, H. & Ziegler, A. (2006, March). Eine Trainingsstudie zur Veränderung epistemologischer Überzeugungen bezüglich der Mathematik und des Mathematikunterrichts [A training study to change epistemic beliefs in mathematics and mathematics instruction (poster)]. Poster präsentiert auf der 48. Tagung experimentell arbeitender Psychologen (TEAP), Mainz, Germany.

Stoeger, H., Ziegler, A., Cozacu, C. & Schimke, D. (2006, March). CyberMentor — Ein E-Mail-Mentoringprogramm für Schülerinnen ab 11 Jahren [Cybermentor – An email mentoring program for girls age 11 and older (presen-tation)]. Vortrag auf dem 1. Medienkongress, Villingen-Schwenningen, Germany.

Cozacu, C., Schimke, D., Stoeger, H. & Ziegler, A. (2005, September). Lernen lernen und dabei lernen: MAGAZZA — eine agentengestützte Lernsoftware für das Fach Mathematik [Learning how to learn: MAGAZZA an agent based learning software for ma-thematics (poster)]. Poster präsentiert auf der 4. Fachtagung Medienpsychologie, Erfurt, Germany.

Dresel, M., Schober, B., Stoeger, H. & Ziegler, A. (2005, September). Die Ulmer Motivationstestbatterie UMTB: Konzeption und erste Ergebnisse der Validierung [The Ulm Motivation Test Battery: Theoretical conception and first standardization (presentation)]. Vortrag auf der 10. Fachtagung zur Pädagogischen Psychologie (PAEPS), Halle, Germany.

Thumser, K. & Stoeger, H. (2005, September). Der Einfluss von Tutoren auf die Motivation, das Angst- und Hilflosigkeitserleben von Studierenden [The influence of tutors on the motivation, anxiety, and helplessness of university students (poster)]. Poster präenstiert auf der 10. Fachtagung zur Pädagogischen Psychologie (PAEPS), Halle, Germany.

Ziegler, A. & Stoeger, H. (2005, September). Eine Untersuchung zu epistemischen Überzeugungen bei Gymnasiasten der 8. bis 11. Jahrgangsstufe im Fach Physik [An empirical study concerning the epistemic beliefs of students from grades 8 to 11 in physics (poster)]. Poster präsentiert auf der 10. Fachtagung zur Pädagogischen Psychologie (PAEPS), Halle, Germany.

Ziegler, A. & Stoeger, H. (2005, September). Überprüfung eines in den regulären Unterricht integrierten Trainingsprogramms zur Verbesserung aktiven Lernens [Evaluation of a training program on active learning that was implemented in regular classroom instruction (presentation)]. Vortrag im Rahmen der Arbeitsgruppe Aktivierungskomponenten beim Wissenserwerb auf der 10. Fachtagung zur Pädagogischen Psychologie (PAEPS), Halle, Germany.

Stoeger, H. & Ziegler, A. (2005, September). Wer profitiert am stärksten? Analysen eines Trainings zur Förderung selbst-regulierten Lernens [Who profits the most? Analysis of a training program to foster self-regulated learning (presentation)]. Vortrag im Rahmen der Arbeitsgruppe Trainingskonzepte zum selbstregulierten Lernen auf der 10. Fachtagung zur Pädagogischen Psychologie (PAEPS), Halle, Germany.

Stoeger, H., Cozacu, C., Schimke, D. & Ziegler, A. (2005, June). CyberMentor — Ein Internetbasiertes Mentorenprogramm für Mädchen [Cybermentor – An internet-based mentoring program for girls (presentation)]. Vortrag auf der zweiten Transfertagung des Impulsprogramms doIT-regional, Stuttgart, Germany.

Stoeger, H., Ziegler, A. & Mundi, M. (2004, September). Eine empirische Überprüfung des Epistemic Learner Model [An empirical analysis of the Epistemic Learner Model (poster)]. Poster präsentiert auf dem 44. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), Goettingen, Germany.

Thumser, K., Stoeger, H. & Ziegler, A. (2004, September). Beobachtungsstudie zum motivationsbezogenen Verbalverhalten von Informatiktutoren [An empirical study on the motivational behavior of information technology tutors (poster)]. Poster präsentiert auf dem 44. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), Goettingen, Germany.

Hipp, C., Stoeger, H. & Ziegler, A. (2003, September). Evaluation eines Trainings zur Verbesserung selbstregulierten Lernens bei Underachievern [Evaluation of a training program to improve self-regulated learning in gifted un-derachievers (poster)]. Poster präsentiert auf der 64. Tagung der Arbeitsgruppe empirisch pädagogischer Forschung (AEPF), Hamburg, Germany.

Stoeger, H., Ziegler, A. & Dresel M. (2003, September). Eine kulturvergleichende Überprüfung des Dweck-Modells [A cross-cultural survey on the Dweck-Model (presentation)]. Vortrag auf der 9. Fachtagung Pädagogische Psychologie (PAEPS), Bielefeld, Germany.

Unsin, G., Stoeger, H. & Ziegler, A. (2003, September). Das Verbalverhalten von Lehrkräften aus motivationspsychologischer Sicht [Verbal behavior of teachers from a motivational perspective (poster)]. Poster präsentiert auf der 64. Tagung der Arbeitsgruppe empirisch pädagogischer Forschung (AEPF), Hamburg, Germany.

Stoeger, H. (2003, June). Frauen in den Naturwissenschaften — Eine empirische Studie zu Medienwirkungen [Women in the natural sciences: An empirical study of media effects]. Poster präsentiert auf der Fakultätsveranstaltung 100 Jahre Frauenstudium an der Ludwig-Maximilians-Universität, Munich, Germany.

Brodda, N., Stoeger, H. & Ziegler, A. (2003, March). Ein Experiment zur Überprüfung von Medienwirkungen auf naturwissenschaftliche Interessen [An experiment to survey the effect of media on interests in the natural sciences (poster)]. Poster präsentiert auf der 45. Tagung experimentell arbeitender Psychologen (TeaP), Kiel, Germany.

Cozacu, C., Stoeger H. & Ziegler, A. (2003, March). Förderung naturwissenschaftlicher Interessen und damit korrelierter Persönlichkeitsmerkmale von Frauen durch Filmdarbietungen [Fostering interest in the natural sciences with the help of films (poster)]. Poster auf der 63. Tagung der Arbeitsgruppe empirisch pädagogischer Forschung (AEPF), Frankfurt/Main, Germany.

Stoeger, H. & Thumser, K. (2003, March). Ein Training zum Selbstregulierten Lernen von Informatikstudenten [A training program on self-regulated learning for computer technology students at university (poster)]. Poster präsentiert auf der 45. Tagung experimentellarbeitender Psychologen (TeaP), Kiel, Germany.

Stoeger, H. & Ziegler, A. (2002, September). Soziale Performanzziele im schulischen Leistungskontext [Social performance goals in achievement contexts (presentation)]. Vortrag im Rahmen der Arbeitsgruppe Motivationale Orientierungen in Leistungskontexten: Theoretischer Stand und Diagnosemöglichkeiten auf dem 43. Kongress der Deutschen Gesellschaft für Psychologie (DGPs), Berlin, Germany.

Ziegler, A. Stoeger, H., & Dresel, M. (2002, September). Selbstreguliertes Lernen [Self-regulated learning (workshop)]. Workshop auf der 15. Bundeskonferenz für Schulpsychologie, Mainz, Germany.

Stoeger, H. & Ziegler, A. (2002, September). Selbstreguliertes Lernen im Mathematikunterricht [Self-regulated learning in mathematics instruction (presentation)]. Vortrag auf der 15. Bundeskonferenz für Schulpsychologie, Mainz, Germany.

Stoeger, H. & Ziegler, A. (2002, March). Die Adaptivität motivationaler Orientierungen von GrundschülerInnen [The adaptivity of motivational orientations of primary school children (poster)]. Poster präsentiert auf der 44. Tagung experimentellarbeitender Psychologen (TeaP), Chemnitz, Germany.

Stoeger, H. & Ziegler, A. (2001, September). Motivationale Orientierungen und Adaptivität des Leistungsverhaltens nach Misserfolgen [Motivational orientations and the adaptivity of achievement behavior after failu-re (presentation)]. Poster präsentiert auf der 61. Tagung der Arbeitsgruppe empirisch pädagogischer Forschung (AEPF), Schwäbisch Gmünd, Germany.

Ziegler, A. & Stoeger, H. (2001, September). Motivationale Orientierungen von SchülerInnen: Annäherungs- und Vermeidungsziele und AdressatInnenbezug [Motivational orientations of students: Approach and avoidance goals and the impact of others (introductory lecture)]. Überblicksreferat auf der 8. Fachtagung zur Pädagogischen Psychologie (PAEPS), Landau, Germany.

Stoeger, H. & Ziegler, A. (2001, April). Spezifität motivationaler Ziele [The specificity of motivational goals (poster)]. Poster präsentiert auf der 43. Tagung experimentell arbeitender Psychologen (TeaP), Regensburg, Germany.

Ziegler, A. & Stoeger, H. (2001, March). Auswirkungen von Erfolgen und Misserfolgen auf das Motivationsset von GrundschülerInnen [Consequences of success and failure for motivation in primary school (poster)]. Poster präsentiert auf der 60. Tagung der Arbeitsgruppe empirisch pädagogischer Forschung (AEPF), Bamberg, Germany.

Stoeger, H., Schober, B. & Ziegler, A. (2000, September). Mathematikunterricht und Motivation: Eine Befragung von Eltern mono- und koedukativ unterrichteter Mädchen [Mathematics and motivation: An empirical study with parents of mono- and co-educated girls (presentation)]. Vortrag auf der 14. Bundeskonferenz für Schulpsychologie, Berlin, Germany.

Ziegler, A., Schober, B., Stoeger, H. & Dresel, M. (2000, September). Motivationsförderung im Unterricht [Fostering motivation in the classroom (workshop)]. Workshop auf der 14. Bundeskonferenz für Schulpsychologie, Berlin, Germany.

Stoeger, H. (2000, July). Wirkung vorläufiger Entscheidungen auf die Suche und Aufnahme zusätzlicher Informationen [The effect of preliminary decisions on information seeking (presentation)]. Vortrag im Rahmen des DoktorandInnen-Workshops der Fachgruppe Sozialpsychologie, Mannheim, Germany.

Ziegler, A., David, H., & Stoeger, H. (2000, February). Consequences of the male stereotype of an academically successful person for thinking (presentation). Vortrag auf dem 4. Symposium für Pädagogische Psychologie, Dortmund, Germany.

Organized Symposiums

Subotnik, R. F., Stoeger, H., Olszewski-Kubilius, P., & Assouline, S. (2016, April). First Inaugural European-North American Summit on Talent Development. Washington, DC, USA, with 24 presenters from the USA and Europe.

Phillipson, S. & Stoeger, H. (2011, August) "Giftedness in East-Asia: Exploration in the Actiotope Model of Giftedness". Symposium at the Institute of Education, Hong Kong, China, with 14 presenters from ten countries.

Bergs-Winkels, D., Fischer, C., Fischer-Ontrup, C., Stoeger, H., & Ziegler, A. (2009, August). Self-regulated learning from early childhood to adolescence. Symposium at the 18. Biennial Conference of the World Council for Gifted and Talented Children (WCGT) in Vancouver, Canada.

Participants and contributions:

  • Bergs-Winkels, D. (University of Applied Sciences, Hamburg, Germany). Supporting pre-school children on their way to self-regulated learning.
  • Fischer, C. (Teachers' college, Luzern, Switzerland). Teaching strategies for self-regulated learning.
  • Fischer-Ontrup, C. (Muenster University, Germany). Empowering underachievers by strategies of self-motivation and self-regulation.
  • Stoeger, H., Sontag, C., & Ziegler, A. (Regensburg University and Ulm University, Germany). Are pupils with differing cognitive abilities able to profit similarly from a training to mediate self-regulated learning and text understanding skills?
  • Ziegler, A., & Stoeger, H. (Ulm University and Regensburg University, Germany). Converging goals but conflicting actions pose difficulties for self-regulation: The role of motoric deficits.

Stoeger, H., Lupart, J., Endepohls-Ulpe, M., & Porath, M. (2008, July). Research on gender issues in gifted education. Symposium at the 11th Conference of the European Council for High Ability (ECHA) in Prague, Czech Republic.

Participants and contributions:

  • Stoeger, H., Ziegler, A., & Schimke, D. (Ulm University and Regensburg University, Germany). Gender differences in STEM participation: Results of a one-year longitudinal study based on the actiotope model of giftedness.
  • Porath, M., Lupart, J., & Lai-Bovenkirk, Y. (Universities of British Columbia und Alberta, Canada). Gifted girls’ perspectives on understanding, learning, and teaching mathematics.
  • Lupart, J., & Michael Emnen (University of Alberta, Canada). Female persistence in science: What are the factors that matter?
  • Endepohls-Ulpe, M. (Koblenz-Landau University, Germany). Gender stereotypes or stereotypes of giftedness? — Why teachers fail to identify gifted girls.

Stoeger, H., & Phillipson, N. S. (2006, August). The actiotope model of giftedness — A new theory and preliminary investigations on its empirical validity. Symposium at the 9th Asia-Pacific Conference on Giftedness, Taipei, Taiwan.

Participants and contributions:

  • Ziegler, A. (Ulm University, Germany), The actiotope model of giftendess.
  • Yamin, T. S. (Arabian Gulf University, Bahrain), The actiotope model of giftedness: A study on gender differences.
  • Stoeger, H., Schimke, D., & Cozacu, C. (Ulm University), CyberMentor: An internet-based mentor program designed to advance the actiotopes of gifted girls in the area of mathematics and the natural sciences.
  • Phillipson, N. S. (University of Hongkong, China). The actiotope model of giftedness from a meta-theoretical perspective.

Lupart, J., & Stoeger, H. (2004, September). Gender differences among the gifted and ways to increase the representation of women in science. Symposium at the 9th Conference of the European Council for High Ability (ECHA), Pamplona, Spain.

Participants and contributions:

  • Porath, M. (University of British Columbia, Canada), Gender differences in social understanding in early childhood.
  • Stoeger, H. (Ulm University, Germany), Differential effects of motivational orientations on self-confidence and helplessness among high achieving and underachieving boys and girls.
  • Ziegler, A. (Ulm University, Germany), Evaluation of an attributional retraining to reduce gender differences in the subject of chemistry between boys and girls who are gifted in natural science.
  • Lupart, J. (University of Alberta, Canada), SCIberMENTOR: How the program is working and what participants think about it.

Ziegler, A., & Stoeger, H. (2004, July). New directions in the promotion of the gifted. Symposium at the 8th Asia-Pacific Conference on Giftedness, Daejeon, Korea.

Participants and contributions:

  • Stoeger, H. (Ulm University, Germany), General introduction.
  • Ziegler, A., & Stoeger, H. (Ulm University, Germany), The actiotope model of giftedness.
  • Moon, S. M. (Purdue University, West Lafayette, United States of America), Personal talent development in gifted education.
  • Kim, S., & Ziegler, A. (Ulm University, Germany), A cross-cultural examination of Dweck’s model.
  • Shi, J. (Academy of Sciences, Beijing, China), Recapping and general discussion.

Stoeger, H., & Ziegler, A. (2004, July). Gender differences among gifted students: Cultural differences and ways to improve the situation. Symposium at the 8th Asia-Pacific Conference on Giftedness, Daejeon, Korea.

Participants and contributions:

  • Stoeger, H. (Ulm University, Germany), General introduction.
  • Freeman, J. (Middlesex University, London, England), Cultural influences on gifted girls’ achievements.
  • Kerr, B. (Arizona State University, Tempe, United States of America), Smart girls of a new generation.
  • Stoeger, H., & Ziegler, A. (Ulm University, Germany) Evaluation of a training program to improve self-regulated learning among gifted girls.
  • Subotnik (American Psychological Association, Washington, D.C., United States of America) Recapping and general discussion

Ziegler, A., & Stoeger, H. (2003, August). Gender differences in math and natural sciences among gifted children. Symposium at the 15th Biennial Conference of the World Council for Gifted and Talented Children (WCGT), Adelaide, Australia.

Participants and contributions:

  • Lupart, J. (University of Calgary, Canada), Gender differences in adolescent academic achievement, interests, values and life-role expectations.
  • Kerr, B. A. (Arizona State University, United States of America), Encouraging gifted girls in Maths and Science: Results of a ten year project.
  • Stoeger, H., & Ziegler, A. (Ulm University, Germany), Evaluation of an attributional retraining (modelling technique) to reduce gender differences in the subject of chemistry between boys and girls who are gifted in the natural sciences.
  • Übele, A., & Heller, K. A. (Munich University, Germany), Attributional retraining: A new approach to enhance gifted education by parents.
  • Leder, G. (Latrobe University, Australia), Recapping and general discussion.

Stoeger, H., & Ziegler, A. (2003, August). Various aspects of the identification of the gifted. Symposium at the 15th Biennial Conference of the World Council for Gifted and Talented Children (WCGT) in Adelaide, Australia.

Participants and contributions:

  • Schofield, N. (Newcastle University, Australia) & Hotulainen, R. (University of Joensuu, Helsinki, Finnland), Does the cream always rise to the top?
  • Feldhusen, J. (Emeritus at Purdure University, United States of America), Finding youth who are precocious and need special educational services.
  • Ziegler, A., & Stoeger, H. (Ulm University, Germany), The ENTER Model for the identification of talented persons.
  • VanTassel-Baska (The College of William and Mary, United States of America), The identification of economically disadvantaged and minority gifted learners.
  • Mönks, F. J. (Nijmegen University, Netherlands), Recapping of the individual contributions and general discussion.


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Prof. Dr. Heidrun Stoeger

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Prof. Dr. Heidrun Stoeger

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