Anke Heyder

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Juniorprofessorin

Ruhr-Universität Bochum

Germany

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About

Anke Heyder is a Juniorprofessorin at Ruhr University Bochum, Germany. Her research encompasses the effects of fixed mindsets on student motivation, the development of screening tools for digital media use among adolescents, and gender stereotypes in educational contexts. She has explored various facets of inclusion in teacher education, including preservice teachers' attitudes, knowledge about special educational needs, and intervention strategies to enhance psychological perspectives on inclusion.

Recent Grants

Grant: Close

RuhrNetwork for Functional Digital Media-Use in Children and Adolescents: Ein interuniversitärer Zusammenschluss von Nachwuchswissenschaftler*innen

Open Date: 2022-01-01

Close Date: 2024-01-01

Grant: Close

Causal effects of teachers’ mindsets on student motivation and emotion

Open Date: 2020-01-01

Close Date:

Articles (15)

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2025

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2022

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2020

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2020

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2020

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2020

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2020

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2020

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2020

Collaborators (3)

Lena-Marie Precht

Ruhr-Universität Bochum

GERMANY

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Carina G. Giesen

Professor of General Psychology

Health and Medical University

GERMANY

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Joseph Workman

Assistant Professor

University of Missouri Kansas City

UNITED STATES

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Anke Heyder

Research Interests

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About

Recent Grants

Articles (15)

Detrimental effects of instructors’ fixed mindsets on students’ anticipated motivation and emotions in secondary and higher education

The Digital Media Use Effects Scales for adolescents (d-MUsE Scales): Conceptualization and validation of a screening tool

The Digital Media-use Effects (d-MUsE) Model: A comprehensive framework for exploring/studying functional and dysfunctional effects on adolescent wellbeing

Backlash Against Women and Support for Men? On the Perception of Men and Women Researchers in Gender Stereotype-Inconsistent Domains

Reflecting on their mission increases preservice teachers’ growth mindsets

Die Erfassung von Wissen über verschiedene Diversitätsbereiche im Kontext einer inklusionsorientierten Lehrkräftebildung

Exploring the Nature of Teachers’ Math-Gender Stereotypes: The Math-Gender Misconception Questionnaire

Links between teachers’ knowledge about special educational needs and students’ social participation and academic achievement in mainstream classes

How are teachers' attitudes toward inclusion related to the social-emotional school experiences of students with and without special educational needs?

A 14-Week Intervention Study on Changing Preservice Teachers’ Psychological Perspectives on Inclusion: Explicit and Implicit Attitudes, Self-Efficacy, and Stress Perception Toward Inclusion

Die besondere Beziehung von Entwicklungspsychologie und Pädagogischer Psychologie

Gender achievement gaps: the role of social costs to trying hard in high school

Not stupid, but lazy? Psychological benefits of disruptive classroom behavior from an attributional perspective

Only a Burden for Females in Math? Gender and Domain Differences in the Relation Between Adolescents’ Fixed Mindsets and Motivation

Sex differences in achievement goals: do school subjects matter?

Collaborators (3)

Lena-Marie Precht

Carina G. Giesen

Joseph Workman

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