Publications

Guest editorships:

• Höhne, E., Zander, L., & Watt, H. M. G. (2023). Guest Editorial - Gendered pathways: Identifying barriers and building bridges to STEM education and careers. International Journal of Gender, Science and Technology, 15(3), 237–241. https://genderandset.open.ac.uk/index.php/genderandset/article/view/1531

Journal articles with peer review:

• Höhne, E., Lotz, C., Deiglmayr, A., & Zander, L. (2024). How do perceived instructors’ mindset beliefs influence STEM students’ belonging uncertainty and dropout intentions? An intersectional analysis of students’ gender and immigrant background. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 56(1-2), 55–72. DOI: 10.1026/0049-8637/a000290

• Höhne, E., von Keyserlingk, L., Haase, J., Arum, R., & Zander, L. (2024). Levels and facets of university students’ stress during the COVID-19 pandemic: Longitudinal evidence from the first two academic years in Germany and the U.S. Social and Personality Psychology Compass, 18(3), e12935. DOI: 10.1111/spc3.12935 

• Haase, J., Höhne, E., Hannover, B., McElvany, N., & Zander, L. (2023). How do others think about my group? Adolescents’ meta-stereotypes about Turkish- and German-origin students’ subject-related German and general school competence. Social Psychology of Education, 27, 523­­­-542­. DOI: 10.1007/s11218-023-09836-5

• Zander, L., Niemann, T., Haase, J., & Höhne, E. (2022). Entwicklung fachbezogener Hilfenetzwerke unter Peers: Eine soziometrische Analyse unter besonderer Berücksichtigung des Geschlechts [Development of subject-related help-seeking networks among peers. A sociometric analysis with special consideration of gender].  PFLB - PraxisForschungLehrer*innenBildung, 4(5), 89–118. DOI: 10.11576/pflb-5906  

• Ollrogge, K., Frühauf, M., Mros, T., Boettger, J., Höhne, E., McElvany, N., Zander, L., & Hannover, B. (2022). Can I dismiss the stereotype – as my teacher did? Influence of stereotype activation and an immigrant teacher on student learning. Social Psychology of Education, 25, 745–766. DOI: 10.1007/s11218-022-09707-5

• Höhne, E., Fekete, S. P., Schild, J., & Zander, L. (2022). Perceived stress, individual psychological resources, and social resources among computer science students during the COVID-19 pandemic. Frontiers in Education, 7, 840216. DOI: 10.3389/feduc.2022.840216

• Zander, L., & Höhne, E. (2021). Perceived peer exclusion as predictor of students' help-seeking strategies in higher education: Differences by gender and university major. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 53(1–2), 27–41. DOI: 10.1026/0049-8637/a000235

• Zander, L., Höhne, E., Harms, S., Pfost, M., & Hornsey, M. J. (2020). When grades are high but self-efficacy is low: Unpacking the confidence gap between girls and boys in mathematics. Frontiers in Psychology, 11, 552355. DOI: 10.3389/fpsyg.2020.552355

• Höhne, E., & Zander, L. (2019). Belonging uncertainty as predictor of dropout intentions among first-semester students of the computer sciences. Zeitschrift für Erziehungswissenschaft, 22(5), 1099–1119. DOI: 10.1007/s11618-019-00907-y

• Höhne, E., & Zander, L. (2019). Sources of male and female students’ belonging uncertainty in the computer sciences. Frontiers in Psychology, 10, 1740. DOI: 10.3389/fpsyg.2019.01740

Book chapters with peer review:

• Höhne, E., & Niemann, T. (2021). Fachliche Hilfesuche unter Peers in analogen und digitalen Lernumwelten [Academic help-seeking among peers in analogous and digital learning environments]. In M. Kreutzmann, L. Zander & B. Hannover (Eds.), Aufwachsen mit Anderen. Peerbeziehungen als Bildungsfaktor [Growing up with others. Peer relations as educational factor] (pp. 205–216). Stuttgart: Kohlhammer. 

• Zander, L., & Höhne, E. (2021). Too good to belong: Kompetenzbezogene und soziale Prädiktoren des Zugehörigkeitsgefühls im Lehramtsstudium Sonderpädagogik [Too good to belong: Competence-related and social predictors of belongingness among special needs education teachers in training]. In G. Hagenauer & D. Raufelder (Eds.), Soziale Eingebundenheit – Sozialbeziehungen im Fokus von Schule und Lehrer*innenbildung [Social integration - Social relations in the focus of school and teacher training] (pp. 237–252). Münster: Waxmann.

Reviews with peer review:

• Höhne, E. (2017). Peerinteraktionen im Klassenzimmer [Peer interactions in the classroom]. Zeitschrift für Erziehungswissenschaft, 20(3), 537–543. DOI: 10.1007/s11618-017-0770-2

Final reports:

• Zander, L., Höhne, E., & Henke, T. (2019). Abschlussbericht im Rahmen der wissenschaftlichen Begleitung der Einführung des Qualitätssiegels "Exzellente digitale Schule" [Final report of the scientific evaluation of the implementation of the certification mark "Excellent Digital School"]. Unpublished final report of the evaluation project, funded by the Berlin Senate Departement for Education, Youth and Families. Hannover: Leibniz Universität.    

Other publications:

• Höhne, E., & Müller, E. (2017). Malta at the United Nations Environment Assembly. In United Nations Association of Germany (Ed.), National Model United Nations 2017. Report of participation of Freie Universität Berlin representing the Republic of Malta (UN-Forum 1/2017, pp. 68–72). Berlin: United Nations Association of Germany, Berlin-Brandenburg Branch.

• Biringen, Z. (2008). The Emotion Availability (EA) scales (4^th Ed.). German Translation: Lebiger-Vogel, J., with the collaboration of Färber, A., & Höhne, E. (2014). Boulder, CO: www.emotionalavailability.com