Anke Heyder
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How gender differences in academic engagement relate to students’ gender identity
U Kessels, A Heyder, M Latsch, B Hannover
Gender and Educational Achievement, 116-125, 2018
Is school feminine? Implicit gender stereotyping of school as a predictor of academic achievement
A Heyder, U Kessels
Sex Roles 69 (11), 605-617, 2013
School-related and individual predictors of subjective well-being and academic achievement
R Steinmayr, A Heyder, C Naumburg, J Michels, L Wirthwein
Frontiers in psychology 9, 2631, 2018
Teachers' belief that math requires innate ability predicts lower intrinsic motivation among low-achieving students
A Heyder, AF Weidinger, A Cimpian, R Steinmayr
Learning and Instruction 65, 101220, 2020
Changing attitudes to inclusion in preservice teacher education: a systematic review.
F Lautenbach, A Heyder
Educational Research 61 (2), 231–253, 2019
How are teachers' attitudes toward inclusion related to the social-emotional school experiences of students with and without special educational needs?
A Heyder, A Suedkamp, R Steinmayr
Learning and Individual Differences 77, 101776, 2020
Boys don’t work? On the psychological benefits of showing low effort in high school
A Heyder, U Kessels
Sex Roles 77, 72-85, 2017
Do teachers equate male and masculine with lower academic engagement? How students’ gender enactment triggers gender stereotypes at school
A Heyder, U Kessels
Social Psychology of Education 18 (3), 467-485, 2015
Explaining academic‐track boys’ underachievement in language grades: Not a lack of aptitude but students’ motivational beliefs and parents’ perceptions?
A Heyder, U Kessels, R Steinmayr
British Journal of Educational Psychology 87 (2), 205-223, 2017
Teachers’ knowledge about intellectual giftedness: A first look at levels and correlates
A Heyder, S Bergold, R Steinmayr
Psychology Learning and Teaching 17 (1), 27-44, 2018
Do teachers' beliefs about math aptitude and brilliance explain gender differences in children's math ability self-concept?
A Heyder, R Steinmayr, U Kessels
Frontiers in Education 4, 34, 2019
Gender achievement gaps: the role of social costs to trying hard in high school.
J Workman, A Heyder
Social Psychology of Education 23, 1407–1427, 2020
Only a burden for females in math? Gender and domain differences in the relation between adolescents’ fixed mindsets and motivation
A Heyder, AF Weidinger, R Steinmayr
Journal of Youth and Adolescence 50, 177–188, 2021
When gender stereotypes get male adolescents into trouble: A longitudinal study on gender conformity pressure as a predictor of school misconduct
A Heyder, M van Hek, M Van Houtte
Sex Roles 84, 61-75, 2021
Not stupid, but lazy? Psychological benefits of disruptive classroom behavior from an attributional perspective
U Kessels, A Heyder
Social Psychology of Education 23, 583-613, 2020
Teachers' beliefs about the determinants of student achievement predict job satisfaction and stress
A Heyder
Teaching and Teacher Education 86, 102926, 2019
Teachers' aptitude beliefs as a predictor of helplessness in low-achieving students: Commonalities and differences between academic domains
A Heyder, M Brunner
Learning and Individual Differences 62, 118-127, 2018
Positionspapier zur Lage der Pädagogischen Psychologie in Forschung und Lehre
T Richter, E Souvignier, S Hertel, A Heyder, O Kunina-Habenicht
Psychologische Rundschau 70 (2), 109-118, 2019
Sex differences in achievement goals: do school subjects matter?
L Wirthwein, JR Sparfeldt, A Heyder, SR Buch, DH Rost, R Steinmayr
European Journal of Psychology of Education 35, 403–427, 2020
Exploring the nature of teachers’ math-gender stereotypes: The math-gender misconception questionnaire
AS Dersch, A Heyder, A Eitel
Frontiers in psychology 13, 820254, 2022
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