Laura Froehlich

English

PD Dr. Laura Froehlich Foto: Hardy Welsch

PD Dr. Laura Froehlich

Leiterin der Forschungsgruppe „Stereotype Threat“

E-Mail: laura.froehlich

Universitätsstraße 27 – PRG / Gebäude 5
Raum A 104 (1. Etage)
58097 Hagen

Was ist meine Rolle in CATALPA?

Als Sozialpsychologin leite ich die Forschungsgruppe Stereotype Threat und bin Co-Projektleitung der Projekte DECIDE und MULTIDIVERSE-CSCL. Ich untersuche mit meinem Team, wie sich Stereotype über (nicht-traditionelle) Studierendengruppen auf den Bildungserfolg in der digitalen Fernlehre auswirken. Außerdem bin ich Mitglied im CATALPA-Leitungsteam.

Warum CATALPA?

Das Forschungszentrum bietet mir die Möglichkeit, meine Forschung zu Stereotypen und Bildungsungleichheiten als Nachwuchsgruppenleiterin eigenständig durchzuführen und ein Team zu leiten. CATALPA bietet einzigartige Möglichkeiten, anwendungsbezogene Forschung in digitalen Lehr-Lern-Kontexten durchzuführen, um optimale Lernbedingungen für Studierende mit diversen Hintergründen evidenzbasiert zu entwickeln. Mein Ziel ist es, mein sozialpsychologisches und bildungswissenschaftliches Forschungsprofil stärker im Bereich digitalisierte Bildung zu verankern.

    • Habilitation und Verleihung der Venia Legendi für das Fachgebiet „Psychologie“ durch die Fakultät für Psychologie der FernUniversität in Hagen (2023)
    • Leiterin der Nachwuchsgruppe Stereotype Threat (seit April 2021)
    • Postdoc am Lehrgebiet Sozialpsychologie der FernUniversität in Hagen (2015- 2021)
    • Promotion im Fach Psychologie (Dr. rer. nat.) an der Universität Konstanz (2015)
    • Wissenschaftliche Mitarbeiterin an der Universität Konstanz in einem BMBF-geförderten Projekt zu Stereotype Threat als Ursache niedriger Leistungen von Schüler*innen mit Migrationshintergrund im deutschen Bildungssystem (2012 – 2015)
    • Forschungsaufenthalt an der Universität Kyoto (2013)
    • Diplom in Psychologie an der Universität Hamburg (2011, Nebenfach Japanologie)
    • Auslandsstudium an der Sophia University Tokyo (2006 – 2007)
    • Vordiplom in Psychologie an der Universität Bielefeld (2006)

    • Sozialpsychologie und empirische Bildungsforschung
    • Stereotype über Ethnizität und Gender
    • Kulturvergleichende Perspektiven in der Sozialpsychologie
    • Soziale Identität und Bildungsintegration von Menschen mit Migrationshintergrund

    • Forschungsgruppe Stereotype Threat

    • DECIDE - Detriments and Benefits of Choice in Distance Education

    • MULTIDIVERSE-CSCL - Effekte multiattributionaler Diversität in Computer-Supported Collaborative Learning erklären und gestalten

  • 2024

    Zeitschriftenartikel

    • Besta, T., Jurek, P., Olech, M., Włodarczyk, A., Kosakowska-Berezecka, N., Bosson, J. K., Bender, M., Vandello, J. A., Abuhamdeh, S., Agyemang, C. B., Akbaş, G., Albayrak-Aydemir, N., Ammirati, S., Anderson, J., Anjum, G., Ariyanto, A., Aruta, J. J. B. R., Ashraf, M., Bakaitytė, A., . . . Żadkowska, M. (2024). Measuring Collective Action Intention Toward Gender Equality Across Cultures. European Journal of Psychological Assessment(0), 1–18. https://doi.org/10.1027/1015-5759/a000857

      Bick, N., Froehlich, L., Voltmer, J.‑B., Raimann, J., Reich-Stiebert, N., Seidel, N., Burchart, M., Martiny, S. E [S. E.], Nikitin, J [J.], Stürmer, S., & Martin, A. (2024). Virtually isolated: social identity threat predicts social approach motivation via sense of belonging in computer-supported collaborative learning. Front. Psychol, 15(1346503). https://doi.org/10.3389/fpsyg.2024.1346503

      Froehlich, L., Weydner-Volkmann, S [S.], & Weydner-Volkmann, S [Sebastian] (2024). Adaptive interventions reducing social identity threat to increase equity in higher distance education: A use case and ethical considerations on algorithmic fairness // Adaptive Interventions Reducing Social Identity Threat to Increase Equity in Higher Distance Education. Journal of Learning Analytics, 11(2), 112–122. https://doi.org/10.18608/jla.2024.8301

      Froehlich, L., & Weydner-Volkmann, S [Sebastian] (2024). Adaptive Interventions Reducing Social Identity Threat to Increase Equity in Higher Distance Education. Journal of Learning Analytics, 11(2), 112–122. https://doi.org/10.18608/jla.2024.8301

      Landmann, H., Winter, K., Froehlich, L., Klocke, U., Hechler, S., Niesta Kayser, D., Knab, N., Hess, F. M., Bender, R., & Hellmann, J. (2024). Transfer between science and practice: Findings from the Network of Social Psychology on Forced Migration and Integration. Zeitschrift Für Flüchtlingsforschung, 8(1), 187–200. https://doi.org/10.5771/2509-9485-2024-1-1

      Saxler, F. M., Dorrough, A. R., Froehlich, L., Block, K., Croft, A., Meeussen, L., Olsson, M. I. T., Schmader, T., Schuster, C., van Grootel, S., van Laar, C., Atkinson, C., Benson-Greenwald, T., Birneanu, A., Cavojova, V., Cheryan, S., Lee Kai Chung, A., Danyliuk, I., Dar-Nimrod, I., . . . Martiny, S. E [Sarah E.] (2024). Did Descriptive and Prescriptive Norms About Gender Equality at Home Change During the COVID-19 Pandemic? A Cross-National Investigation. Personality and Social Psychology Bulletin, 01461672231219719. https://doi.org/10.1177/01461672231219719

      Schindler, S., Schuster, C., Olsson, M. I. T., Froehlich, L., Hübner, A.‑K., Block, K., van Laar, C., Schmader, T., Meeussen, L., van Grootel, S., Croft, A., Sun, M. S., Ainsaar, M., Aarntzen, L., Adamus, M., Anderson, J., Atkinson, C., Avicenna, M., Bąbel, P., . . . Martiny, S. E [Sarah E.] (2024). Policy as normative influence? On the relationship between parental leave policy and social norms in gender division of childcare across 48 countries. The British Journal of Social Psychology. Advance online publication. https://doi.org/10.1111/bjso.12806

      Thorsteinsen, K., Heijens, M., Parks‐Stamm, E. J., Froehlich, L., & Martiny, S. E [Sarah E.] (2024). The role of gender, stress, and social support in parents’ pandemic well‐being: A cross‐national study. Family Relations. Advance online publication. https://doi.org/10.1111/fare.13018

    Buchbeiträge

    • Voltmer, J.‑B., Froehlich, L., Reich-Stiebert, N., Raimann, J., & Stürmer, S. (2024). Group cohesion and performance in Computer-Supported Collaborative Learning (CSCL): Using assessment analytics to understand the effects of multi-attributional diversity. In M. Sahin & D. Ifenthaler (Eds.), Assessment Analytics in Education: Designs, Methods and Solutions. Springer International Publishing.

    Dissertationen und Habilitationsschriften

    • Froehlich, L. (2024). Stereotypes about Ethnicity and Gender and their Consequences in the Educational and Occupational Domain within and across Countries. FernUniversität in Hagen, Hagen. https://doi.org/10.18445/20240123-140848-0

    Vorträge und Posterpräsentationen

    • Bick, N., Froehlich, L., Friehs, M.‑T., Kotzur, P. F., & Landmann, H. (2024, May 15-17). Researcher Degrees of Freedom in Model Specification ‐ The Case of Stereotype Facets. Paper Presentation. EASP Small Group Meeting on the Facets of Social Evaluation. Catholic University of Louvain.
    • Bick, N., Froehlich, L., Friehs, M.‑T., Kotzur, P. F., & Landmann, H. (09/2024). Generalizability of stereotype facets and their predictions about migrant and occupational groups in Germany. Talk at the 53rd Congress of the German Psychological Association (DGPs), Vienna, Austria.
    • Froehlich, L. (2024). Stereotypenbedrohung, Zugehörigkeitsgefühl und soziale Integration von Studierenden in Computer-Supported Collaborative Learning. Presentation. 11. Meeting of the German Society for Empirical Educational Research (GEBF), Potsdam.
    • Froehlich, L., Orifici, M [M.], Gödderz, A., Stelter, M [Marleen], Essien, I., Dorrough, A. R., & Martiny, S. E [Sarah E.] (2024). Regional gender stereotypes predict traditional gender ideologies and collective action intentions to support gender equality across 57 countries. Presentation. G*Versity Conference, Bern, Switzerland.
    • Froehlich, L., Orifici, M [Marina], Clemens, V., Dorrough, A., & Glöckner, A. (2024). Percieved Gender Inequality Predicts Gender Stereotypes Regarding Agency and Communion Across 25 Countries. Talk at the 53rd Congress of the German Psychological Association (DGPs), Vienna, Austria.
    • Froehlich, L., Orifici, M [Marina], Gödderz, A., Stelter, M [M.], Essien, I., Dorrough, A. R [A. R.], & Martiny, S. E [S. E.] (2024). Regional gender stereotypes predict traditional gender ideologies and collective action intentions to support gender equality across 57. countries. Talk at the 27th International Congress of the International Association for Cross-Cultural Psychology (IACCP), Bali, Indonesia.
    • Froehlich, L., Orifici, M [Marina], Gödderz, A., Stelter, M [M.], Essien, I., Dorrough, A. R [A. R.], & Martiny, S. E [Sarah E.] (06/2024). Regional gender stereotypes predict traditional gender ideologies and collective action intentions to support gender equality across 57 countries. Talk at the G*Versity Conferenze, Bern, Switzerland.
    • Grundmann, M., Froehlich, L., Christ, O., & Schützler, L. (2024). Student diversity and satisfaction of basic psychological needs in higher distance education. Talk at the 53rd Congress of the German Psychological Association (DGPs), Vienna, Austria.
    • Schulze, M., Voltmer, J.‑B., Froehlich, L., & Stürmer, S. (2024). Group cohesion and performance in computer supported collaborative learning (CSCL). Talk at the 53rd Congress of the German Psychological Association (DGPs).

    2023

    Zeitschriftenartikel

    • Froehlich, L., Bick, N., Nikitin, J., & Martiny, S. E. (2023). Social identity threat is related to ethnic minority adolescents’ social approach motivation towards classmates via reduced sense of belonging. Social Psychology of Education. https://doi.org/10.1007/s11218-023-09800-3
    • Froehlich, L., Brokjøb, L. G., Nikitin, J., & Martiny, S. E. (2023). Integration or isolation: Social identity threat relates to immigrant students’ sense of belonging and social approach motivation in the academic context. Journal of Social Issues, 79(1), 264–290. https://doi.org/10.1111/josi.12548
    • Froehlich, L., Niedrich, J., Hattesohl, D. B. R., Behrends, U., Kedor, C., Haas, J.-P., Stingl, M., & Scheibenbogen, C. (2023). Evaluation of a Webinar to Increase Health Professionals’ Knowledge about Myalgic Encephalomyelitis/Chronic Fatigue Syndrome (ME/CFS). Healthcare (Basel, Switzerland), 11(15). https://doi.org/10.3390/healthcare11152186
    • Froehlich, L., Sassenberg, K., Jonkmann, K., Scheiter, K., & Stürmer, S. (2023). Student diversity and e-exam acceptance in higher education. Journal of Computer Assisted Learning, 1–15. https://doi.org/10.1111/jcal.12794
    • Peo, L.-C., Wiehler, K., Paulick, J., Gerrer, K., Leone, A., Viereck, A., Haegele, M., Stojanov, S., Warlitz, C., Augustin, S., Alberer, M., Hattesohl, D. B. R., Froehlich, L., Scheibenbogen, C., Jason, L. A., Mihatsch, L. L., Pricoco, R., & Behrends, U. (2023). Pediatric and adult patients with ME/CFS following COVID-19: A structured approach to diagnosis using the Munich Berlin Symptom Questionnaire (MBSQ). European Journal of Pediatrics. https://doi.org/10.1007/s00431-023-05351-z
    • Reich-Stiebert, N., Froehlich, L., & Voltmer, J.-B. (2023). Gendered Mental Labor: A Systematic Literature Review on the Cognitive Dimension of Unpaid Work Within the Household and Childcare. Sex Roles. https://doi.org/10.1007/s11199-023-01362-0
    • Steiner, S., Fehrer, A., Hoheisel, F., Schoening, S., Aschenbrenner, A., Babel, N., Bellmann-Strobl, J., Finke, C., Fluge, Ø., Froehlich, L., Goebel, A., Grande, B., Haas, J.-P., Hohberger, B., Jason, L. A., Komaroff, A. L., Lacerda, E., Liebl, M., Maier, A., … Scheibenbogen, C. (2023). Understanding, diagnosing, and treating Myalgic encephalomyelitis/chronic fatigue syndrome – State of the art: Report of the 2nd international meeting at the Charité Fatigue Center. Autoimmunity Reviews, 22(11), 103452. https://doi.org/10.1016/j.autrev.2023.103452
    • Thoma, M., Froehlich, L., Hattesohl, D. B. R., Quante, S., Jason, L. A., & Scheibenbogen, C. (2023). Why the Psychosomatic View on Myalgic Encephalomyelitis/Chronic Fatigue Syndrome Is Inconsistent with Current Evidence and Harmful to Patients. Medicina, 60(1), 83. https://doi.org/10.3390/medicina60010083

    Vorträge und Posterpräsentationen

    • Froehlich, L. (2023a). Social Identity Threat is Related to Ethnic Minority Adolescents’ Social Approach Motivation [Presentation]. Conference of the European Association of Research on Learning and Instruction (EARLI), Thessaloniki.
    • Froehlich, L. (2023b). Social Identity Threat is Related to Ethnic Minority Adolescents’ Social Approach Motivation via Reduced Sense of Belonging [Presentation]. 18th Conference of the Social Psychology Section (FGSP) of the German Psychological Society (DGP), Graz.
    • Froehlich, L. (2023c). Social identity threat is related to ethnic minority students’ social approach motivation via reduced sense of belonging [Presentation]. Norwegian Conference on Social Psychology and Community Psychology, Trondheim, Norwegen.

    2022

    Zeitschriftenartikel

    • Bick, N., Froehlich, L., Friehs, M., Kotzur, P. F., & Landmann, H. (2022). Social evaluation at a distance - Facets of stereotype content about student groups in higher distance education. International Review of Social Psychology, 35(1), 1–14. https://doi.org/10.5334/irsp.686
    • Dorrough, A. R., Froehlich, L., & Eriksson, K. (2022). Cooperation in the cross-national context. Current opinion in psychology, 44, 281–285. https://doi.org/10.1016/j.copsyc.2021.10.006
    • Froehlich, L., Hattesohl, D. B. R., Cotler, J., Jason, L. A., Scheibenbogen, C., & Behrends, U. (2022). Causal attributions and perceived stigma for myalgic encephalomyelitis/chronic fatigue syndrome. Journal of health psychology, 27(10), 2291–2304. https://doi.org/10.1177/13591053211027631
    • Froehlich, L., Mok, S. Y., Martiny, S. E., & Deaux, K. (2022). Stereotype threat-effects for Turkish-origin migrants in Germany: Taking stock of cumulative research evidence. European Educational Research Journal, 3(1), 147490411880753. https://doi.org/10.1177/1474904118807539
    • Froehlich, L., Tsukamoto, S., Morinaga, Y., Sakata, K., Uchida, Y., Keller, M. M., Stürmer, S., Martiny, S. E., & Trommsdorff, G. (2022). Gender Stereotypes and Expected Backlash for Female STEM Students in Germany and Japan. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.793486
    • Kosakowska-Berezecka, N., Bosson, J. K., Jurek, P., Besta, T., Froehlich, L., & Żadkowska, M. (2022). Gendered self-views across 62 countries: A test of competing models. Social Psychological and Personality Science, 0(0). https://doi.org/10.1177/19485506221129687

    Buchbeiträge

    • Froehlich, L., Essien, I., & Martiny, S. E. (2022). Stereotype in Kindergärten und Kindertagesstätten: Theoretische Grundlagen, empirische Evidenz und Interventionsansätze für pädagogisches Fachpersonal. In S. Glock (Hrsg.), Stereotype in der Schule II. Springer Fachmedien Wiesbaden GmbH; Springer VS.

    Vorträge und Posterpräsentationen

    • Froehlich, L. (2022a). Social evaluation at a distance – Facets of stereotype content of student groups in higher distance education [Presentation]. 52nd Congress of the German Psychological Society (Deutsche Gesellschaft für Psychology, DGPs), Hildesheim.
    • Froehlich, L. (2022b). Stereotype threat predicts lower social approach motivation of immigrant students in Norway via reduced sense of belonging [Presentation]. 9th Virtual GEBF Conference, online.

    2021

    Zeitschriftenartikel

    • Bosson, J. K., Jurek, P., Vandello, J. A., Kosakowska-Berezecka, N., Olech, M., Besta, T., Bender, M., Hoorens, V., Becker, M., Timur Sevincer, A., Best, D. L., Safdar, S., Włodarczyk, A., Zawisza, M., Żadkowska, M., Abuhamdeh, S., Badu Agyemang, C., Akbaş, G., Albayrak-Aydemir, N., … Žukauskienė, R. (2021). Psychometric Properties and Correlates of Precarious Manhood Beliefs in 62 Nations. Journal of Cross-Cultural Psychology, 52(3), 231–258. https://doi.org/10.1177/0022022121997997
    • Dorrough, A. R., Olsson, M. I. T., Froehlich, L., Glöckner, A., & Martiny, S. E. (2021). Does she compensate the victim while he punishes the perpetrator? No gender differences in anonymous economic games across 11 nations. Journal of Behavioral Decision Making, 34(2), 261–274. https://doi.org/10.1002/bdm.2208
    • Froehlich, L., Dorrough, A. R., Glöckner, A., & Stürmer, S. (2021). Similarity Predicts Cross-National Social Preferences. Social Psychological and Personality Science, 12(8), 1486–1498. https://doi.org/10.1177/1948550620982704
    • Froehlich, L., Hattesohl, D. B. R., Jason, L. A., Scheibenbogen, C., Behrends, U., & Thoma, M. (2021). Medical Care Situation of People with Myalgic Encephalomyelitis/Chronic Fatigue Syndrome in Germany. Medicina (Kaunas, Lithuania), 57(7). https://doi.org/10.3390/medicina57070646
    • Granderath, J. S., Martin, A., & Froehlich, L. (2021). The Effect of Participation in Adult Education on Life Satisfaction of Immigrants and Natives: A Longitudinal Analysis. Journal of Happiness Studies, 22(7), 3043–3067. https://doi.org/10.1007/s10902-020-00340-7
    • Granderath, J. S., Martin, A., Froehlich, L., & Stürmer, S. (2021). Identification through education: Exploring the effects of adult education on national and ethnic identification of people with migration background in Germany. Journal of Community & Applied Social Psychology, 31(2), 198–212. https://doi.org/10.1002/casp.2482
    • Mok, S. Y., Bakaç, C., & Froehlich, L. (2021). „My family’s goals are also my goals“: the relationship between collectivism, distal utility value, and learning and career goals of international university students in Germany. International Journal for Educational and Vocational Guidance, 21(2), 355–378. https://doi.org/10.1007/s10775-020-09447-y
    • Olsson, M. I. T., Froehlich, L., Dorrough, A. R., & Martiny, S. E. (2021). The hers and his of prosociality across 10 countries. British Journal of Social Psychology, 60(4), 1330–1349. https://doi.org/10.1111/bjso.12454

    Vorträge und Posterpräsentationen

    • Froehlich, L. (2021). Stereotype threat predicts lower social approach motivation of students with migration background in Norway via reduced sense of belonging [Presentation]. 3rd Cultural Diversity, Migration, and Education Conference, Potsdam.

    2020

    Zeitschriftenartikel

    • Froehlich, L., Martiny, S. E., & Deaux, K. (2020). A longitudinal investigation of the ethnic and national identities of children with migration background in Germany. Social Psychology, 51(2), 91–105. https://doi.org/10.1027/1864-9335/a000403
    • Froehlich, L., Olsson, M. I. T., Dorrough, A. R., & Martiny, S. E. (2020). Gender at Work Across Nations: Men and Women Working in Male–Dominated and Female–Dominated Occupations are Differentially Associated with Agency and Communion. Journal of Social Issues, 76(3), 484–511. https://doi.org/10.1111/josi.12390
    • Kosakowska-Berezecka, N., Besta, T., Bosson, J. K., Jurek, P., Vandello, J. A., Best, D. L., Wlodarczyk, A., Safdar, S., Zawisza, M., Żadkowska, M., Sobiecki, J., Agyemang, C. B., Akbaş, G., Ammirati, S., Anderson, J., Anjum, G., Aruta, J. J. B. R., Ashraf, M., Bakaitytė, A., … Žukauskienė, R. (2020). Country–level and individual–level predictors of men’s support for gender equality in 42 countries. European Journal of Social Psychology, 50(6), 1276–1291. https://doi.org/10.1002/ejsp.2696
    • Martiny, S. E., Froehlich, L., Soltanpanah, J., & Haugen, M. S. (2020). Young immigrants in Norway: The role of national and ethnic identity in immigrants’ integration. Scandinavian Journal of Psychology, 61(2), 312–324. https://doi.org/10.1111/sjop.12594

    Buchbeiträge

    • Martiny, S. E., & Froehlich, L. (2020). Ein theoretischer und empirischer Überblick über die Entwicklung von Stereotypen und ihre Konsequenzen im Schulkontext. In S. Glock & H. Kleen (Hrsg.), Stereotype in der Schule (S. 1–32). Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-27275-3_1

    2019

    Zeitschriftenartikel

    • Froehlich, L., & Schulte, I. (2019). Warmth and competence stereotypes about immigrant groups in Germany. PLoS One, 14(9), e0223103. https://doi.org/10.1371/journal.pone.0223103
    • Stürmer, S., Rohmann, A., Froehlich, L., & van der Noll, J. (2019). Muslim Immigration, Critical Events, and the Seeds of Majority Members’ Support for Radical Responses: An Interactionist Perspective. Personality and Social Psychology Bulletin, 45(1), 133–145. https://doi.org/10.1177/0146167218780989

    2018

    Zeitschriftenartikel

    • Slavchova, V., Froehlich, L., & Stürmer, S. (2018). Die Liebe zu anderen Kulturen. Eine deutschsprachige Skala zur Erfassung von Allophilie (ALLO-15). Zusammenstellung sozialwissenschaftlicher Items und Skalen (ZIS). https://doi.org/10.6102/zis254

    Buchbeiträge

    • Martiny, S. E., & Froehlich, L. (2018). Integration durch Bildung? Eine sozialpsychologische Analyse vorhandener Hindernisse für Geflüchtete und Jugendliche mit Migrationshintergrund im deutschen Bildungssystem. In A. Rohmann & S. Stürmer (Hrsg.), Die Flüchtlingsdebatte in Deutschland – sozialpsychologische Perspektiven (S. 107–126). Peter Lang.

    2017

    Zeitschriftenartikel

    • Arpin, S. N., Froehlich, L., Lantian, A., Rudert, S. C., & Stelter, M. (2017). When „We“ or „They“ exclude others: attributing and evaluating ostracism observed in in-groups and out-groups. Comprehensive Results in Social Psychology, 2(2-3), 143–165. https://doi.org/10.1080/23743603.2017.1358477
    • Martiny, S. E., Froehlich, L., Deaux, K., & Mok, S. Y. (2017). Defining ethnic, national, and dual identities: Structure, antecedents, and consequences of multiple social identities of Turkish-origin high school students in Germany. Journal of Community & Applied Social Psychology, 27, 400–410. https://doi.org/10.1002/casp.2318
    • Mok, S. Y., Martiny, S. E., Gleibs, I. H., Deaux, K., & Froehlich, L. (2017). The interaction of vertical collectivism and stereotype activation on the performance of Turkish-origin high school students. Learning and Individual Differences, 56, 76–84. https://doi.org/10.1016/j.lindif.2017.05.002

  • peer-reviewed

    • Reich-Stiebert, N., Froehlich, L., & Voltmer, J.-B. (2023). Gendered Mental Labor: A Systematic Literature Review on the Cognitive Dimension of Unpaid Work Within the Household and Childcare. Sex Roles. https://doi.org/10.1007/s11199-023-01362-0
    • Froehlich, L., Mok, S. Y., Martiny, S. E., & Deaux, K. (2022). Stereotype threat effects for Turkish-origin immigrants in Germany: Taking stock of cumulative research evidence. European Educational Research Journal, 21(2), 330-354. doi: https://doi.org/10.1177/1474904118807539
    • Froehlich, L., Tsukamoto, S., Morinaga, Y., Sakata, K., Uchida, Y., Keller, M. M., Stürmer, S., Martiny, S. E., & Trommsdorff, G. (2022). Gender stereotypes and expected backlash for female STEM students in Germany and Japan. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.793486
    • Dorrough, A. R., Froehlich, L., & Eriksson, K. (2022). Cooperation in the cross-national context. Current Opinion in Psychology, 44, 281–285. https://doi.org/10.1016/j.copsyc.2021.10.006
    • Froehlich, L., Hattesohl, D. B. R., Cotler, J., Jason, L. A., Scheibenbogen, C., & Behrends, U. (2021). Causal attributions and perceived stigma for Myalgic Encephalomyelitis/Chronic Fatigue Syndrome. Journal of Health Psychology, 135910532110276. https://doi.org/10.1177/13591053211027631
    • Froehlich, L., Hattesohl, D. B. R., Jason, L. A., Scheibenbogen, C., Behrends, U., & Thoma, M. (2021). Medical care situation of people with Myalgic Encephalomyelitis/ Chronic Fatigue Syndrome in Germany. Medicina, 57(7), 646. https://doi.org/10.3390/medicina57070646
    • Olsson, M. I. T., Froehlich, L., Dorrough, A. R., Glöckner, A., & Martiny, S. E. (2021). The hers and his of prosociality across 10 countries. British Journal of Social Psychology, 60(4), 1330-1349. https://doi.org/10.1111/bjso.12454
    • Bosson, J. K., Vandello, J. A., Jurek, P., Kosakowska-Berezecka, N., […], Froehlich, L., […], Zukauskiene, R. (2021). Psychometric properties and correlates of precarious manhood beliefs in 62 nations. Journal of Cross-Cultural Psychology, 52(3), 231-258. https://doi.org/10.1177/0022022121997997

    • Granderath, J. S., Martin, A., & Froehlich, L. (2021). The effect of participation in adult education on life satisfaction of immigrants and natives – a longitudinal analysis. Journal of Happiness Studies, 22, 3043-3067.https://doi.org/10.1007/s10902-020-00340-7

    • Mok, S. Y., Bakaç, C., & Froehlich, L. (2021). My family’s goals are also my goals – The relationship between collectivism, utility value, and learning and future career goals of international university students. International Journal for Educational and Vocational Guidance, 21, 355-378.https://doi.org/10.1007/s10775-020-09447-y
    • Froehlich, L., Dorrough, A. R., Glöckner, A., & Stürmer, S. (2021). Similarity predicts cross-national social preferences. Social Psychological and Personality Science, 12(8), 1486-1498. https://doi.org/10.1177/1948550620982704
    • Dorrough, A. R., Olsson, M. I. T., Froehlich, L., Glöckner, A., & Martiny, S. E. (2021). Does she compensate the victim while he punishes the perpetrator? No gender differences in anonymous economic games across 11 nations. Journal of Behavioral Decision Making, 34(2), 261-274. https://doi.org/10.1002/bdm.2208
    • Granderath, J. S., Martin, A., Froehlich, L., & Stürmer, S. (2021). Identification through education: Exploring the effects of adult education on national and ethnic identification of people with migration background in Germany. Journal of Community and Applied Social Psychology, 31(2), 198 - 212. https://doi.org/10.1002/casp.2482
    • Froehlich, L., Olsson, M. I. T., Dorrough, A. R., & Martiny, S. E. (2020). Gender at work across nations: Men and women working in male‐dominated and female‐dominated occupations are differentially associated with agency and communion. Journal of Social Issues, 76(3), 484-511. https://doi.org/10.1111/josi.12390
    • Kosakowska‐Berezecka, N., Besta, T., Bosson, J. K., Jurek, P., Vandello, J. A., Best, D. L.,[…], Froehlich, L., […], Žukauskienė, R. (2020). Country‐level and lndividual‐level predictors of men's support for gender equality in 42 countries. European Journal of Social Psychology, 50, 1276 - 1291. https://doi.org/10.1002/ejsp.2696
    • Martiny, S. E., Froehlich, L., Soltanpanah, J., & Haugen, M. S. (2020). Young immigrants in Norway: The role of national and ethnic identity in immigrants’ integration. Scandinavian Journal of Psychology, 62(2), 312-324. https://doi.org/10.1111/sjop.12594
    • Froehlich, L., Martiny, S. E., & Deaux, K. (2020). A longitudinal investigation of the ethnic and national identities of children with migration background in Germany. Social Psychology, 51(2), 91–105. https://doi.org/10.1027/1864-9335/a000403
    • Froehlich, L., & Schulte, I. (2019). Warmth and competence stereotypes about immigrant groups in Germany. PloS One, 14(9), e0223103. https://doi.org/10.1371/journal.pone.0223103
    • Stürmer, S., Rohmann, A., Froehlich, L., & van der Noll, J. (2019). Muslim immigration, critical events and the seeds of majority members’ support for radical responses: An interactionist perspective. Personality and Social Psychology Bulletin, 45(1), 133-145. doi: https://doi.org/10.1177/01461672187809
    • Froehlich, L., Mok, S. Y., Martiny, S. E., & Deaux, K. (2018). Stereotype threat effects for Turkish-origin immigrants in Germany: Taking stock of cumulative research evidence. European Educational Research Journal, 1-25. doi: https://doi.org/10.1177/1474904118807539
    • Arpin, S.N.*, Froehlich, L.*, Lantian, A.*, Rudert, S.*, & Stelter, M.* (2017). When “we” or “they” exclude others: Attributing and evaluating ostracism observed in ingroups and outgroups. Comprehensive Results in Social Psychology, 29, 1-23. doi:10.1080/23743603.2017.1358477. * All authors have contributed equally and are listed in alphabetical order.
    • Mok, S. Y., Martiny, S. E., Gleibs, I. H., Deaux, K., Froehlich, L. (2017). The interaction of vertical collectivism and stereotype activation on the performance of Turkish-origin high school students. Learning and Individual Differences, 56,
    • 76-84. doi: https://doi.org/10.1016/j.lindif.2017.05.002
    • Martiny, S. E., Froehlich, L., Deaux, K., & Mok, S. Y. (2017). Defining ethnic, national and dual identities: Structure, antecedents, and consequences of multiple social identities of Turkish-origin high-school students in Germany. Journal of Community and Applied Social Psychology, 0:1-11. doi:https://doi.org/10.1002/casp.2318
    • Froehlich, L., Martiny, S. E., Deaux, K., Goetz, T., & Mok, S. Y. (2016). Being smart or getting smarter: Implicit theories of intelligence moderate stereotype threat and stereotype lift effects. British Journal of Social Psychology, 55, 564-587. DOI: 10.1111/bjso.12144
    • Mok, S. Y., Martiny, S. E., Gleibs, I. H., Keller, M. M., & Froehlich, L. (2016). The relationship between ethnic classroom composition on Turkish-origin and German students’ reading performance and sense of belonging. Frontiers in Psychology, 7. doi: 10.3389/fpsyg.2016.01071
    • Froehlich, L., Martiny, S. E., Deaux, K., & Mok, S. Y. (2016). “It’s their responsibility, not ours” –Competence stereotypes and causal attributions for immigrants’ academic underperformance. Social Psychology, 47, 74-86. DOI: 10.1027/1864-9335/a000260
    • Martiny, S. E., Gleibs, I. H., Parks-Stamm, E. J., Martiny-Huenger, T., Froehlich, L., Harter, A.-L., & Roth, J. (2015). Dealing with negative stereotypes in sports: The role of cognitive anxiety when multiple identities are activated in sensoriomotor tasks. Journal of Sport & Exercise Psychology, 37, 379-392. http://dx.doi.org/10.1123/jsep.2014-0284
    • Martiny, S. E., Mok, S. Y., Deaux, K., & Froehlich, L. (2014). Effects of activating negative stereotypes about Turkish-origin students on performance and identity management in German high schools. International Review of Social Psychology, 3, 205-225. ISSN 0992-986X.

    Buchbeiträge

    • Froehlich, L., Essien, I., & Martiny, S. E.(in press). Stereotype in Kindergärten und Kindertagesstätten: Theoretische Grundlagen, empirische Evidenz und Interventionsansätze für pädagogisches Fachpersonal. Stereotype in der Schule II: Ursachen und mögliche Interventionen. Wiesbaden: Springer.
    • Martiny, S. E., & Froehlich, L. (2020). Ein theoretischer und empirischer Überblick über die Entwicklung von Stereotypen und ihre Konsequenzen im Schulkontext. In S. Glock & H. Kleen (Eds.), Stereotype in der Schule (pp. 1–32). Wiesbaden: Springer. https://doi.org/10.1007/978-3-658-27275-3_1
    • Martiny, S. E., & Froehlich, L. (2018). Integration durch Bildung? Eine sozialpsychologische Analyse vorhandener Hindernisse für Geflüchtete und Jugendliche mit Migrationshintergrund im deutschen Bildungssystem [Integration via education? A social-psychological analysis of obstacles for refugees and immigrants in the German educational system].In A. Rohmann & S. Stürmer (Eds.). Beiträge zur angewandten Psychologie: Die Flüchtlingsdebatte in Deutschland – Sozialpsychologische Perspektiven [Contributions to applied psychology: The refugee debate in Germany – Social-psychological perspectives] (pp. 107-126). Berlin: Peter Lang.
    • Zinke, N., Stürmer, S., & Froehlich, L. (2016). Validierung einer deutschsprachigen Skala zur multidimensionalen Erfassung von interkulturellen Kompetenzen in der universitären Ausbildung.[Validation of a German-language scale of multicultural competencies in university education]. In M. Krämer, S. Preiser, & K. Brusdeylins (Eds). Tagungsband Psychologiedidaktik und Evaluation XI, 349-358, Herzogenrath: Shaker. ISBN: 978-3-8440-4856-8.

    Weitere Publikationen

    • Slavchova, V., Froehlich, L., Stürmer, S. (2018). Die Liebe zu anderen Kulturen. Eine deutschsprachige Skala zur Erfassung von Allophilie (ALLO-15). Zusammenstellung sozialwissenschaftlicher Items und Skalen. doi:10.6102/zis254
    • Froehlich, L. (2016). Trust and risk in changing societies. 13th Meeting of the German-Japanese Society for Social Sciences (GJSSS). ASIEN – The German Journal of Contemporary Asia, 138, 155-157. ISSN 0721-5231.
    • Froehlich, L., Martiny, S.E., Uchida, Y., Deaux, K., Mok, S.Y., & Trommsdorff, G. (2015). Negative competence-related stereotypes as a risk for academic underperformance and underrepresentation of negatively stereotyped group members. In M. Kobayashi, G. Trommsdroff, & C. Hommerich (Eds.).Proceedings of the 13th Meeting of the German-Japanese Society for Social Sciences (pp. 250-252). Tokyo, Japan: Deutsches Institut für Japanstudien (DIJ, German Institute for Japanese Studies).
    • Mok, S. Y., Froehlich, L., & Scholz, C. (2015). Leistungsminderung durch negative Stereotype im Schulkontext [Performance reduction through negative stereotypes in education]. Lehren & Lernen, 41, 28-31. ISSN 0341-8294 Villingen-Schwenningen: Neckar-Verlag GmbH.

    • Mitglied des Forschungsschwerpunkts Psychologie, Diversität und Sozialer Zusammenhalt an der Fakultät für Psychologie der FernUniversität in Hagen
    • Mitglied im Fachnetzwerk Sozialpsychologie zu Flucht und Integration (www.fachnetzflucht.de)
    • Ehrenamtliche Mitarbeiterin Forschung und Wissenschaftskommunikation, Deutsche Gesellschaft für Myalgische Enzephalomyelitis/ Chronisches Fatigue Syndrom (ME/CFS) e.V. (www.mecfs.de)
    • Mitglied der Open Science-Initiative, FernUniversität in Hagen

Forschungszentrum CATALPA | 19.12.2024