Like all people, teachers have beliefs, for example, about what it takes to be successful in school or in a particular subject and whether everyone possesses this characteristic. We investigate the significance of such beliefs and similar ones for the motivation and emotions of students and how they can be changed. Our research on growth and fixed mindsets of teachers has been funded, among others, by a grant from the German Research Foundation (DFG; project number: 449022799).

Selected Publications:

Heyder, A., Steinmayr, R., & Cimpian, A. (2023). Reflecting on their mission increases preservice teachers' growth mindsets. Learning and Instruction, 86, 101770. https://doi.org/10.1016/j.learninstruc.2023.101770

Heyder, A., Weidinger, A. F., Cimpian, A., & Steinmayr, R. (2020). Teachers’ belief that math requires innate ability predicts lower intrinsic motivation among low-achieving students. Learning and Instruction, 65, 101220. https://doi.org/10.1016/j.learninstruc.2019.101220

Gender differences in academic success have been described and studied for decades. Against the background of the developmental tasks of childhood, adolescence, and young adulthood, we examine the interplay of learner characteristics and the learning environment, as well as socially shared gender stereotypes, to explain and reduce educational differences between and within gender groups.

Selected Publications:

Heyder, A., & Kessels, U. (2017). Boys don’t work? On the psychological benefits of showing low effort in high school. Sex Roles, 77, 72-85. https://doi.org/10.1007/s11199-016-0683-1

Heyder, A., van Hek, M., & Van Houtte, M. (2021). When gender stereotypes get male adolescents into trouble: A longitudinal study on gender conformity pressure as a predictor of school misconduct. Sex Roles, 84, 61–75. https://doi.org/10.1007/s11199-020-01147-9

Learning groups are becoming increasingly heterogeneous or are perceived as such. We examine, from a psychological perspective, the question of how best to deal with different life circumstances and conditions in the education system.

Selected Publications:

Heyder, A., Südkamp, A., & Steinmayr, R. (2020). How are teachers' attitudes toward inclusion related to the social-emotional school experiences of students with and without special educational needs? Learning and Individual Differences, 77, 101776. https://doi.org/10.1016/j.lindif.2019.101776

Lautenbach, F., & Heyder, A. (2019). Changing attitudes to inclusion in preservice teacher education: a systematic review. Educational Research, 61(2), 231–253. https://doi.org/10.1080/00131881.2019.1596035

Digital media are indispensable in the daily lives of children, adolescents, and adults. At the same time, there are increasing voices warning of the risks of (excessive) use of digital media. We investigate how the use of digital media by children and adolescents can positively affect their well-being, social relationships, and performance. Our research in this area is funded by a MERCUR cooperation project of the Stiftung Mercator (Ko-2021-0023) in collaboration with Prof. Dr. Stephanie Antons (University of Siegen), PD Dr. Magnus Liebherr (University of Duisburg Essen), and Apl.-Prof. Dr. Julia Brailovskaia (Deutsches Zentrum für Psychische Gesundheit, Bochum/Marburg; RUB).

Selected Publications:

Antons, S., Heyder, A., Precht, L.-M., Wegmann, E., Liebherr, M., & Brailovskaia, J. (2025). The Digital Media Use Effects-Scales for Adolescents (d-MUsE-Scales): Conceptualization and validation of a screening tool. Computers in Human Behavior Reports, 18, 100621. https://doi.org/10.1016/j.chbr.2025.100621

Heyder, A., Brailovskaia, J., Liebherr, M., & Antons, S. (in press). Functional and dysfunctional digital media use: Comparing adolescents’, parents’, and teachers’ perspectives. Current Psychology.

Liebherr, M., Heyder, A., Brailovskaia, J., Burkardt, T. M., Latrouite, C., Montag, C., & Antons, S. (2025). The Digital Media-use Effects (d-MUsE) Model: A comprehensive framework for exploring/studying functional and dysfunctional effects on adolescent wellbeing. Journal of Behavioral Addictions, 14, 100-113. https://doi.org/10.1556/2006.2025.00007