Publikationen

Bick, N., Froehlich, L., Friehs, M.-T., Kotzur, P. F., & Landmann, H. (2026). Facets of social evaluation differentially predict intergroup bias toward occupational and migrant groups. Social Psychological and Personality Science, 17(7), 806 – 821, Article https://doi.org/10.1177/19485506251399234

Neji, S., Rohmann, A., Köstlin, D., Klotzsch, T., Rusch, J., Gimmerthal, S., Landmann, H. (2026). Solidarity under threat moves to act: The role of positive emotions and perceived success in non-normative collective climate action. Journal of Community & Applied Social Psychology, 36(3), e70276. https://doi.org/10.1002/casp.70276

2025

Clemens, V., Orifici, M. C., Froehlich, L., Glöckner, A., & Dorrough, A. R. (2025). Beyond ingroup favoritism: Investigating cross-national social preferences across 25 nations. PNAS Nexus, 4(11), Article pgaf343. https://doi.org/10.1093/pnasnexus/pgaf343

Neji, S., Hewstone, M., Bracegirdle, C., & Christ, O. (2025). Perceived outgroup entitativity mediates stronger effects of intergroup contact for majority than minority status groups. Journal of Experimental Social Psychology, 119, 104748. https://doi.org/10.1016/j.jesp.2025.104748

Schindler, S., Schuster, C., Olsson, M. I. T.,Froehlich, L., Hübner, A.-K., Block, K., . . . Martiny, S. E. (2025). 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, 64(2), e12806. https://doi.org/10.1111/bjso.12806

2024

Besta, T., Jurek, P., Olech, M., Włodarczyk, A., Kosakowska-Berezecka, N., Bosson, J. K., Froehlich, L., . . . Żadkowska, M. (2024). Measuring collective action intention toward gender equality across cultures. European Journal of Psychological Assessment. Advance online publication. https://doi.org/10.1027/1015-5759/a000857

Bick, N., Froehlich, L., Voltmer, J.-B., Raimann, J., Reich-Stiebert, N., Seidel, N., . . . Martin, A. (2024). Virtually isolated: social identity threat predicts social approach motivation via sense of belonging in computer-supported collaborative learning. Frontiers in Psychology, 15. https://doi.org/10.3389/fpsyg.2024.1346503

Faure, T., Weyers, I., Voltmer, J.-B., Westermann, J., & Voltmer, E. (2024). Test-reduced teaching for stimulation of intrinsic motivation (TRUST): A randomized controlled intervention study. BMC Medical Education, 24(1), 718. https://doi.org/10.1186/s12909-024-05640-7

Froehlich, L., & Weydner-Volkmann, S. (2024). Adaptive interventions reducing social identity threat to increase equity in higher distance education. Journal of Learning Analytics, 1–12. 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. Z'Flucht, 24(1), 1-14. https://doi.org/10.5771/2509-9485-2024-1-1

Raimann, J., Reich-Stiebert, N., Voltmer, J.-B., & Stürmer, S. (2024). Male Students in Female-Dominated Study Programs: Perceived Diversity Climate in Gender-Mixed Computer-Supported Collaborative Learning. Psychology Learning & Teaching, 24(1), 20–37. https://doi.org/10.1177/14757257241246599

Saxler, F. M., Dorrough, A. R., Froehlich, L., Block, K., Croft, A., Meeussen, L., . . . Martiny, S. E. (2024). Did descriptive and prescriptive norms about gender equality at home change during the COVID-19 pandemic? A cross-national investigation. Personality & Social Psychology Bulletin, 51(9), 1745-1759.https://doi.org/10.1177/01461672231219719

Thoma, M., Froehlich, L., Hattesohl, D. B. R., Quante, S., Jason, L. A., & Scheibenbogen, C. (2024). 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

Thorsteinsen, K., Heijens, M., Parks-Stamm, E. J., Froehlich, L., & Martiny, S. E. (2024). The role of gender, stress, and social support in parents' pandemic well-being: A cross-national study. Family Relations, 73 (4), 2219-2237.https://doi.org/10.1111/fare.13018

Voltmer, J.-B., Fisseler, B., Raimann, J., & Stürmer, S. (2024). Using topic modeling to research student diversity in higher education. Zeitschrift Für Psychologie, 232(3), 160–170. https://doi.org/10.1027/2151-2604/a000561

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 (pp. 113–132). Springer International Publishing. https://doi.org/10.1007/978-3-031-56365-2_6

2023

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, 27, 751–776. 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 of Myalgic Encephalomyelitis/ Chronic Fatigue Syndrome (ME/CFS). Healthcare, 11(15), 2186. 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, 39(4), 1196–1210. https://doi.org/10.1111/jcal.12794

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, 88, 475–494. https://doi.org/10.1007/s11199-023-01362-0

Reich-Stiebert, N., Voltmer, J.-B., Raimann, J., & Stürmer, S. (2023). The role of first-language heterogeneity in the acquisition of online interaction self-efficacy in CSCL. International Journal of Computer-Supported Collaborative Learning, 18(4), 513–530. https://doi.org/10.1007/s11412-023-09411-2

Voltmer, J.-B., Froehlich, L., Reich-Stiebert, N., Raimann, J., & Stürmer, S. (Accepted for publication). Group cohesion and performance in Computer-Supported Collaborative Learning (CSCL): Using assessment analytics to understand the effects of multi-attributional diversity. In Assessment Analytics in Education: Designs, Methods and Solutions. Springer.

Voltmer, J.-B., Reich-Stiebert, N., Raimann, J., & Stürmer, S. (2022). The role of multi-attributional student diversity in computer-supported collaborative learning. The Internet and Higher Education, 100868. https://doi.org/10.1016/j.iheduc.2022.100868

2022

Bick, N., Froehlich, L., Friehs, M.-T., 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), 12. http://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 immigrants in Germany: Taking stock of cumulative research evidence. European Educational Research Journal, 21(2), 330-354. 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, 14(7), 808-824. http://doi.org/10.1177/19485506221129687

Voltmer, J.-B., Reich-Stiebert, N., Raimann, J., & Stürmer, S. (2022). The role of multi-attributional student diversity in computer-supported collaborative learning. The Internet and Higher Education, 100868. https://doi.org/10.1016/j.iheduc.2022.100868

2021

Boin, J., Rupar, M., Graf, S., Neji, S., Spiegler, O., & Swart, H. (2021). The generalization of intergroup contact effects: Emerging research, policy relevance, and future directions. Journal of Social Issues, 77(1), 105–131. https://doi.org/10.1111/josi.12419

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

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, 57(7), 646. https://doi.org/10.3390/medicina57070646

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. (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

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

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

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

Neji, S. (2021). Generalization of intergroup contact effects [Doctoral dissertation]. FernUniversität in Hagen. https://doi.org/10.18445/20210422-153639-0

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

Voltmer, E., Köslich-Strumann, S., Voltmer, J.-B., & Kötter, T. (2021). Stress and behavior patterns throughout medical education. A six year longitudinal study. BMC Medical Education, 21(1), 454. https://doi.org/10.1186/s12909-021-02862-x

contributions in edited volumes

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.), Advances in Analytics for Learning and Teaching. Assessment analytics in education: Designs, methods and solutions (pp. 113–132). [S.l.]: Springer International Publishing. https://doi.org/10.1007/978-3-031-56365-2_6

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 (Ed.), Stereotype in der Schule II: Ursachen und Möglichkeiten der Intervention (1st ed., pp. 137–170). Wiesbaden: Springer Fachmedien Wiesbaden GmbH; Springer VS. https://doi.org/10.1007/978-3-658-37262-0_4

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.

further publications

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. https://doi.org/10.6102/zis254

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.