Prof. Dr. Heidrun Stoeger

Research Focus:

• Teaching and learning research
• Gifted children
• Gender research
• Evaluation

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Current projects:

• Self-Regulated Learning and Learning Strategies
• E-Mentoring in STEM
• Individualization Through Mentoring in Schools
• "STEM & Gender" in the nationwide STEM Education Competence and Networking Centre "MINTvernetzt"
• The fine-motor and sensorimotor foundations of learning
• F?saMINT - Advancing cooperation between curricular and extracurricular STEM programs with a focus on gender
• MesH_MINT

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"CyberMentor" (E-Mentoring in STEM)

CyberMentor is an online mentoring program for female pupils from grade 5 to 13 in STEM (science, technology, engineering, and mathematics) who are accompanied by women working in these fields.

Each student works with an individual mentor for at least one year. Women are still strongly underrepresented in STEM fields. One reason for this is a general lack of female role models. CyberMentor seeks to increase girls’ interest in STEM and to help them discover ways of entering STEM professions by presenting appropriate female role models working in STEM. Each mentor–mentee dyad exchanges weekly emails in which they discuss school, university study, careers, and other interesting STEM-related topics. Additionally, all participants have access to a members-only internet platform with various forums and chat options as well as to an online newsmagazine containing interesting STEM-related articles, book recommendations, and games. The project is examining three groups of pupils with a longitudinal research design: female pupils who registered for the program and are currently participating; Femal pupils who have registered but are only eligible to participate in the programme after one year (the waiting-list control group containing individuals with interests similar to those of the current participants); and pupils of both sexes who have not registered for the program (a control group consisting of students with various interests). The program is also developing and formally evaluating various training concepts for mentors.

Every year, up to 800 female high school students between the ages of 11 and 18 and up to 800 female academics from the STEM field from all over Germany take part in the program.

For more information:?www.cybermentor.de

Participating Institutions and Persons:???
University of Regensburg: Prof. Dr. Heidrun Stoeger, Faisal Ahsan, Dr. Daniel Patrick Balestrini, Sonja Bayer, Dr. Tobias Debatin, Dr. Kathrin Emmerdinger, Kristin Frauenhoffer, Ildikó Gy?ryné Csomó, Dr. Marina Kaas, Dr. Sigrun Schirner, and Dr. Claudia Uebler

University of Erlangen-Nuremberg: Prof. Dr. Dr. Albert Ziegler

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Promoting Excellence in School Education: Transfer Into the School Landscape

Promoting Excellence in School Education: Transfer Into the School Landscape (LemaS Transfer) is a research network funded by the German Federal Ministry of Education and Research in which a total of 17 universities are involved. This research network is responsible for the scientific supervision of the transfer of offers from the federal–state initiative “Promoting Excellence in School Education,” which support high-achieving and particularly capable learners. The initiative comprises two funding phases. In the first funding phase (2018 to 2023), strategies, concepts, and measures for the development of a school and teaching culture that promotes talent and achievement were developed in 22 sub-projects together with 300 schools across Germany. In this context, the University of Regensburg was responsible for the sub-project “Individualization Through Mentoring” in cooperation with the Friedrich–Alexander University of Erlangen–Nuremberg.

The aim of the second funding phase (transfer phase) is the sustainable implementation and transfer of the strategies, concepts, and measures that were developed in the first funding phase. To this end, teachers from schools that have already collaborated with the research network in the first phase will be trained as multipliers in order to pass on the concepts developed in the first phase to teachers from up to 1000 other schools within the framework of school networks. The LemaS Transfer research network assists the schools in this task by providing professionalization and support services and at the same time examines the transfer and implementation processes on a scientific basis.
One focus at the University of Regensburg is the supervision of the “CyberMentor Plus” concept that was developed during the first funding phase, which aims to support girls in the STEM fields (mathematics, computer science, natural sciences, and technology) and combines extracurricular online expert mentoring with school-based support in the context of STEM clubs.

Funding:
The LemaS Transfer research network is funded by the German Federal Ministry of Education and Research (BMBF) from 2023 to 2027. In addition, “CyberMentor Plus” is also funded by the Bavarian State Ministry of Instruction and Culture.

Participating institutions and persons: Prof. Dr. Heidrun Stoeger, Dr. Kathrin Emmerdinger, Sonja Bayer, Dr. Benjamin Matthes, Doreen von Seidlitz, and Dr. Claudia Uebler.

LemaS Transfer research collaborative: www.lemas-forschung.de/themen/lemas-transfer

Federal–state initiative “Promoting Excellence in School Education”: www.leistung-macht-schule.de

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"STEM & Gender" in the nationwide STEM Education Competence and Networking Centre "MINTvernetzt"

The project "MINTvernetzt" is establishing a nationwide competence and networking centre for extracurricular STEM education. It aims to elevate the extracurricular STEM education for children and adolescents with a focus on girls and young women. The project supports providers of extracurricular STEM education, coordinators of STEM networks, women in STEM advocacy initiatives, and volunteers in STEM education by providing networking spaces, best practice sharing, and innovative impulses.
The focus of the "STEM & Gender" sub-project at the University of Regensburg is to provide solutions to the STEM community on how to encourage more girls and women to take up STEM. There is usually not a lack of suitable instruments or findings from research but rather a need for appropriate transfer into practice and scaling of successful projects.
This is where the sub-project comes in, firstly by implementing monitoring of STEM education programs from a gender perspective, secondly by creating synergies through the networking of projects with a gender focus, and thirdly by improving the transfer of research findings on gender aspects in STEM education into practice.
MINTvernetzt is a joint initiative by the K?rber-Foundation, the matrix gGmbH, the National STEM Forum e.V., the Stifterverband, and the University of Regensburg.

Funding:

"MINTvernetzt" has been funded by the Federal Ministry of Education and Research (BMBF) since 2021. For more information see: www.mint-vernetzt.de

Participating Institutions and Persons:

Prof. Dr. Heidrun Stoeger, Susanne Schober, Dr. Michael Heilemann

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The fine-motor and sensorimotor foundations of learning

In a series of studies, we have demonstrated that fine motor skills (FMS) link to a range of early cognitive and academic skills. Specifically, preschoolers’ FMS relate to their concurrent and later performance on measures of early literacy, reading, and mathematics skills. Further, we have found evidence that children’s cognitive and language development is also affected by their FMS. The question now is to understand why FMS link to academic and cognitive development.

Understanding why and how children’s FMS influence their cognitive development relates to age-old philosophical struggles in understanding how the body relates to the mind (e.g., dualism) and how the senses influence and can be trusted in thought (e.g., rationalism, empiricism, phenomenology). Moreover, understanding how sensorimotor factors influence cognitive and academic development has implications for numerous disciplines, including education, psychology, medicine, and neurology.

Our current work has implicated three main explanations for links between FMS and cognitive development. The first points towards common developmental underpinnings, the second focuses on the functionality of FMS and sensorimotor skills for learning, and the third on shared internalized processes. One example of the latter explanation we termed the Nimble-Hands, Nimble-Minds hypothesis (Suggate & Stoeger, 2017, Quarterly Journal of Experimental Psychology).

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Accordingly, we attempt to study links between FMS, sensorimotor skills, and cognitive development in a broad number of ways, touching on a number of disciplines. Particular foci of our work are on:

a)?????? establishing the key fine and sensorimotor skills involved;

b)????? determining links between fine and sensorimotor skills and language and conceptual development;

c)?????? testing causal pathways between fine and sensorimotor skills and later academic development;

d)????? conducting experiments to investigate theoretical explanations for links.

Participating Persons:

Prof. Heidrun Stoeger, Apl. Prof. Dr. Sebastian Suggate, Viktoria Karle, and Rebecca Winter

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F?saMINT - Advancing cooperation between curricular and extracurricular STEM programs with a focus on gender

F?saMINT is a project for advancing the cooperation between curricular and extracurricular STEM programs with a focus on gender. The goal of F?saMINT is to ensure equal opportunities in STEM by creating optimal conditions for in-school and out-of-school STEM promotion and the targeted interconnection of existing providers. To this end, F?saMINT will investigate and evaluate the individual environments of students and the interrelation of in-school and out-of-school learning contexts, as well as the conditions for the success of concerted STEM promotion via multi-method longitudinal studies. The research results and case reports will serve both scientists and practitioners and will be provided to a variety of STEM stakeholders. Finally, the findings of F?saMINT will serve to enhance the programs of cooperating providers of curricular and extracurricular STEM programs with regard to sustainability and contextual expansion.

Funding: The project is funded by the German Federal Ministry of Education and Research (Bundesministerium für Bildung und Forschung) from August 2022 to July 2027.

Involved institutions and researchers:
University of Regensburg: Prof. Dr. Heidrun Stoeger, Anne Forche, Lukas Graber, Laura P?hmerer, Dr. Sigrun Schirner

University of Erlangen-Nuremberg: Prof. Drs. Albert Ziegler, Lukas Ketscher, Brigitte Merz, and Johanna Pfeuffer

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MesH_MINT

MesH_MINT is a meta-project that is concerned with strategic fields of action in STEM education. It aims to collect relevant research on STEM education and review it in a scientific and practical way. The project is motivated by the worldwide shortage of skilled workers in the STEM sector, which has remained stable despite countless funding initiatives and extensive research. MesH_MINT is a large-scale collaborative project, involving the University of Regensburg, the Friedrich-Alexander University of Erlangen-Nuremberg and the Stifterverband. During the course of the project, we review available research knowledge and, where necessary, supplement it with additional research on white spots in the German research landscape. We further bridge the gap between theory and practice by identifying conditions which effectively promote STEM education and by transferring those findings into practice.
MesH_MINT focusses on both conceptual and empirical research on three strategic fields of action in STEM education: (1) STEM education research, (2) STEM education practice, and (3) STEM stakeholders. The analysis is conducted along the following two cross-cutting themes: (1) effectiveness and sustainability as well as (2) diversity and equity.
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Funding: The collaborative project is funded by the German Federal Ministry of Education and Research (BMBF) from April 2023 to March 2028.

Participating Institutions and Persons:
University of Regensburg: Prof. Dr. Heidrun Stoeger, Dr. Sigrun Schirner, Diana Wengler, and Fabian Heller

University of Erlangen-Nuremberg: Prof. Drs. Albert Ziegler, Mehmet Bicakci, Charlotte Popp, and Maryam Shiani

Project homepage: www.meshmint.org

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Articles in Journals
Editorials?
Special Issues, Edited Volumes, Monographs, and Instructional Materials
Chapters in Edited Volumes
Other Publications

Articles in Journals

Daunicht, T.-M., Emmerdinger, K. J., Stoeger, H., & Ziegler, A. (2025). Analyzing barries to mentee activity in a school-based talent mentoring program: A mixed-method study. Education Sciences, 15(2), 162. https:// doi.org/10.3390/educsci15020162

Azarbad, H., Laskowski, R., Stoeger, H., & van Straalen, N. M. (2024). From advisors to mentors: fostering supportive mentorship in academia. Trends in Microbiology. Advance online publication. https://doi.org/10.1016/j.tim.2024.10.004

Balestrini, D. P., & Stoeger, H. (2024). Cultural framing of giftedness in recent US fictional texts. PLoS ONE, 19(8), e0307222. https://doi.org/10.1371/journal.pone.0307222

Fruehwirth, B., Heilemann, M., & Stoeger, H. (2024). The gender representation of women and men in the occupational areas of STEM and care work in German textbooks. Linguistics and Education, 80, https://doi.org/10.1016/j.linged.2024.101284

Olszewski-Kubilus, P., Subotnik, R. F., Worrel F. C., Assouline S. G., Stoeger, H., & Ziegler, A. (2024). Extending research on psychosocial skills and appropriate instruction in developing talents. Journal for the Education of the Gifted. Advance online publication. https://doi.org/10.1177/01623532241281566

Stoeger, H., Luo, L., & Ziegler, A. (2024). Attracting and developing STEMM talent towards excellence and innovation. Annals of the New York Academy of Sciences, 1533, 89-98. https://doi.org/10.1111/nyas.15108

Winter, R. E., Stoeger, H., & Suggate, S. P. (2024). Fine motor skills and their link to receptive vocabulary, expressive vocabulary, and narrative language skills. First Language, 44(3), 244-263. https://doi.org/10.1177/01427237241233084

Ziegler, A., & Stoeger, H. (2024). First steps toward assessing talent-support systems on a country level. High Ability Studies, 35(1), 1-19. https://doi.org/10.1080/13598139.2023.2206113

Balestrini, D. P., Stoeger,? H., & Ziegler, A. (2023). Quantitative text analysis in gifted and talented research. High Ability Studies, 34(2), 189-228. https://doi.org/10.1080/13598139.2023.2167812

Debatin, T., Stoeger, H., & Ziegler, A. (2023). Modeling social, dimensional, and temporal comparisons in self-concept development with the random intercept cross-lagged panel model: A methodological-substantive integration. Developmental Psychology, 59(9), 1595-1607. https://doi.org/10.1037/dev0001568

Emmerdinger, K., & St?ger, H. (2023). Selbstreguliertes Lernen: Merkmale und Prinzipien einer erfolgreichen F?rderung in der Schule [Self-regulated learning: Characteristics and principles of successful promotion in school]. Schulmagazin 5–10, 91, 16–20.

Luo, L., & Stoeger, H. (2023). Developing eminence in STEMM: An interview study with talent development and STEMM experts. Annals of the New York Academy of Sciences, 1521, 112–131. https://doi.org/10.1111/nyas.14968

Luo, L., & Stoeger, H. (2023). Unlocking the transformative power of mentoring for youth development in communities, schools, and talent domains. Journal of Community Psychology, 51(8), 3067–3082. https://doi.org/10.1002/jcop.23082

Matthes, B., & Stoeger, H. (2023). Getting into the university track: Parents’ implicit theories about ability predict which type of secondary school their children are tracked into. Social Psychology of Education, 26, 857–880. https://doi.org/10.1007/s11218-023-09769-z

Stoeger, H., Debatin, T., Heilemann, M., Schirner, S., & Ziegler, A. (2023). Online mentoring for girls in secondary education to increase participation rates of women in STEM: A long-term follow-up study on later university major and career choices. Annals of the New York Academy of Sciences, 1523, 62-73. https://doi.org/10.1111/nyas.14989

Suggate, S. P., Karle, V. L., Kipfelsberger, T., & Stoeger, H. (2023). The effect of fine motor skills, handwriting, and typing on reading development. Journal of Experimental Child Psychology, 232, 105674. https://doi.org/10.1016/j.jecp.2023.105674

Uebler, C., Emmerdinger, K. J., Ziegler, A., & Stoeger, H. (2023). Dropping out of an online mentoring program for girls in STEM: A longitudinal study on the dynamically changing risk for premature match closure. Journal of Community Psychology, 51(8), 3121–3151. https://doi.org/10.1002/jcop.23039

Ziegler, A., & Stoeger, H. (2023). Talent denied: Equity and excellence gaps in STEMM. Annals of the New York Academy of Sciences, 1530, 32–45. https://doi.org/10.1111/nyas.15083

Ziegler, A., Luo, L., & Stoeger, H. (2023). Equity gaps in literacy among elementary school students from two countries: The negative social resonance effect of intersectional disadvantage and the dampening effect of learning capital. Education Sciences, 13(8), 827. https://doi.org/10.3390/educsci13080827

Fischer, U., Suggate, S. P., & Stoeger, H. (2022). Fine motor skills and finger gnosia contribute to preschool children’s numerical competencies. Acta Psychologica, 226, 103576. https://doi.org/10.1016/j.actpsy.2022.103576

Luo, L., Stoeger, H., & Subotnik, R. F. (2022). The influences of social agents in completing a STEM degree: An examination of female graduates of selective science high schools. International Journal of STEM Education, 9, 7. https://doi.org/10.1186/s40594-021-00324-w

Matthes, B. & Stoeger, H. (2022). Implizite Theorien von Eltern und deren Zusammenh?nge mit elterlichem lernbezogenen Verhalten sowie den impliziten Theorien und dem Lern- und Leistungsverhalten ihrer Kinder: Ein Literaturüberblick [Parents’ implicit theories and their relationships with parents’ learning-related behavior, their children’s implicit theories and their children’s learning and achievement behavior: A literature review]. Unterrichtswissenschaft, 51, Article 7, 339-359. https://doi.org/10.1007/s42010-022-00157-8

Stoeger, H., Almulhim, N., & Ziegler, A. (2022). Correspondence heuristic and filter-empowerment heuristic: Investigating the reversed gender achievement gap in a sample of secondary school students in Saudi Arabic within the framework of educational and learning capital. Education Sciences, 12(11), Article 811. https://doi.org/10.3390/educsci12110811

Balestrini, D. P., & Stoeger, H. (2021). Eminence-focused talent development in drum and bugle corps.?Gifted and Talented International, 36(1-2), 32-43. https://doi.org/10.1080/15332276.2021.1960223

Mader, M., Stoeger, H., Veas, A., & Ziegler, A. (2021). How mentors think about the attainability of mentoring goals: the impact of mentoring type and mentoring context on the anticipated regulatory network and regulatory resources of potential mentors for school mentoring programs. Frontiers in Psychology, 12, Article 737014. https://doi.org/10.3389/fpsyg.2021.737014

Matthes, B., & Stoeger, H. (2021). Do implicit theories about ability predict self-reports and behavior-proximal measures of primary school students' in-class cognitive and metacognitive learning strategy use??Frontiers in Psychology, 12, Article 690271. https://doi.org/10.3389/fpsyg.2021.690271

Stoeger, H., Balestrini, D. P., & Ziegler, A. (2021). Key issues in professionalizing mentoring practices. Annals of the New York Academy of Sciences, 1483, 5–18. https://doi.org/10.1111/nyas.14537

Stoeger, H., Heilemann, M., Debatin, T., Hopp, M. D. S., Schirner, S., & Ziegler, A. (2021). Nine years of online mentoring for secondary school girls in STEM: an empirical comparison of three mentoring formats. Annals of the New York Academy of Sciences, 1483, 153–173. https://doi.org/10.1111/nyas.14476

Winter, R. E., Stoeger, H., & Suggate, S. P. (2021). Fine motor skills and lexical processing in children and adults.?Frontiers in Psychology, 12, Article 666200. https://doi.org/10.3389/fpsyg.2021.666200

Ziegler, A., Gryc, K. L., Hopp, M. D. S., & Stoeger, H. (2020). Spaces of possibilities: a theoretical analysis of mentoring from a regulatory perspective. Annals of the New York Academy of Sciences, 1483, 174–198. https://doi.org/10.1111/nyas.14419

Fischer, U., Suggate, S. P., & Stoeger, H. (2020). The implicit contribution of fine motor skills to mathematical insight in early childhood. Frontiers in Psychology, 11, Article 1143. https://doi.org/10.3389/fpsyg.2020.01143

Hopp, M. D. S., Stoeger, H., & Ziegler, A. (2020). The supporting role of mentees’ peers in online mentoring: A longitudinal social network analysis of peer influence. Frontiers in Psychology, 11, Article 1929. https://doi.org/10.3389/fpsyg.2020.01929

Obergriesser, S., & Stoeger, H. (2020). Students’ emotions of enjoyment and boredom and their use of cognitive learning strategies: How do they affect one another? Learning and Instruction, 66, Article 101285. https://doi.org/10.1016/j.learninstruc.2019.101285

Reutlinger, M., Pfeiffer, W., Stoeger, H., Vialle, W., & Ziegler, A. (2020). Domain-specificity of educational and learning capital: A study with musical talents. Frontiers in Psychology, 11, Article 561974. https://doi.org/10.3389/fpsyg.2020.561974

Kiener, S., & Stoeger, H. (2019). Prinzipien optimaler Unterstützung für talentierte, begabte und kreative Kinder: Top 3 der Handlungsm?glichkeiten für Eltern [Principles of optimal support for talented, gifted, and creative children: The top three options for parents]. Labyrinth, 139, 34–36.

Martzog, P., Stoeger, H., & Suggate, S. (2019). Relations between preschool children’s fine motor skills and general cognitive abilities. Journal of Cognition and Development, 20(4), 443–465. https://doi.org/10.1080/15248372.2019.1607862

Stoeger, H., Debatin, T., Heilemann, M., & Ziegler, A. (2019). Online mentoring for talented girls in STEM: The role of relationship quality and changes in learning environments in explaining mentoring success. New Directions for Child and Adolescent Development, 168, 75–99. https://doi.org/10.1002/cad.20320

Subotnik, R., Stoeger, H., & Luo, L. (2019). Exploring compensations for demographic disadvantage in science talent development. New Directions for Child and Adolescent Development, 168, 101-130. https://doi.org/10.1002/cad.20321

Suggate, S., Lehmann, J., Stoeger, H., & Jansen, P. (2019). Cognition embodied: Mental rotation is faster for objects that imply a greater body-object interaction. Journal of Cognitive Psychology, 31(8), 876–890. https://doi.org/10.1080/20445911.2019.1678627

Suggate, S., Pufke, E., & Stoeger, H. (2019). Children’s fine motor skills in kindergarten predict reading in grade 1. Early Childhood Research Quarterly, 47(2), 248-258. https://doi.org/10.1016/j.ecresq.2018.12.015

Zeidner, M., & Stoeger, H. (2019). Self-regulated learning: A guide for the perplexed. High Ability Studies, 30(1–2), 9–51. https://doi.org/10.1080/13598139.2019.1589369

Ziegler, A., Debatin, T., & Stoeger, H. (2019). Learning resources and talent development from a systemic point of view. Annals of the New York Academy of Sciences, 1445, 39-51. https://doi.org/10.1111/nyas.14018

Ziegler, A., & Stoeger, H. (2019). A nonagonal framework of regulation in talent development (NFRTD). High Ability Studies, 30(1–2), 127–145. https://doi.org/10.1080/13598139.2019.1598772

Balestrini, D. P., & Stoeger, H. (2018). Substantiating a special cultural emphasis on learning and education in East Asia. High Ability Studies, 29(1) 79-106. https://doi.org/10.1080/13598139.2017.1423281

Debatin, T., Aljughaiman, A., AlGhawi, M., Stoeger, H., & Ziegler, A. (2018). Reliability and interpretation of total scores from multidimensional cognitive measures: Evaluating the GIK 4–6 using bifactor analysis. Psychological Test and Assessment Modeling, 60(4), 393–401.

Fischer, U., R?sch, S., & Stoeger, H. (2018). Mit geschickten H?nden besser rechnen [Better to count on skilled hands]. Zeitschrift für Begabtenf?rderung und Begabungsforschung, 46(2), 8-12.

Fischer, U., Suggate, S. P., Schmirl, J., & Stoeger, H. (2018). Counting on fine motor skills: Links between preschool finger dexterity and numerical skills. Developmental Science, 21(4). https://doi.org/10.1111/desc.12623

Heilemann, M., Luo, L., Ziegler, A., & Stoeger, H. (2018). A dictionary-based approach to measure STEM-related communication in online mentoring. The Chronicle of Mentoring & Coaching, 2(1), 440–446.

Luo, L., Subotnik, R., & Stoeger, H. (2018). Mentors’ impact on majoring in STEM for students with or without a parent in a STEM field. The Chronicle of Mentoring & Coaching, 2(1), 463–465.

Matthes, B., & Stoeger, H. (2018). Influence of parents’ implicit theories about ability on parents’ learning-related behaviors, children’s implicit theories, and children’s academic achievement. Contemporary Educational Psychology, 54, 271–280. https://doi.org/10.1016/j.cedpsych.2018.07.001

Steinbach, J., & Stoeger, H. (2018). Development of the teacher attitudes towards self-regulated learning scale. European Journal of Psychological Assessment, 34(3), 193-205. https://doi.org/10.1027/1015-5759/a000322

Suggate, S. P., Pufke, E., & Stoeger, H. (2018). Do fine motor skills contribute to early reading development? Journal of Research in Reading, 41(1), 1–19. https://doi.org/10.1111/1467-9817.12081

Suggate, S. P., & Stoeger, H. (2018). Nimble hands, nimble minds? Die Bedeutung der Feinmotorik für die kognitive Entwicklung von Kindern [The importance of fine motor skills for the cognitive development of children]. Blick in die Wissenschaft, 38, 26–29.

Mader, M., & Stoeger, H. (2017). Lernen lernen: Selbstregulationsstrategien ein Leben lang erfolgreich lernen [Learning to learn: Learning successfully for a lifetime with self-regulation strategies]. Jugendhilfe, 55, 443–449.

Stoeger, H., Greindl, T., Kuhlmann, T., & Balestrini, D. (2017). The learning and educational capital of male and female students in STEM magnet schools and in extracurricular STEM programs: A study in high-achiever-track secondary schools in Germany. Journal for the Education of the Gifted, 40(4), 394–416. https://doi.org/10.1177/0162353217734374

Stoeger, H., Hopp, M., & Ziegler, A. (2017). Online mentoring as an extracurricular measure to encourage talented girls in STEM (Science, Technology, Engineering, and Mathematics): An empirical study of one-on-one versus group mentoring. Gifted Child Quarterly, 61(3), 239–249. https://doi.org/10.1177/0016986217702215

Subotnik, R. F., Stoeger, H., & Olszewski-Kubilius, P. (2017). Talent development research, policy, and practice in Europe and the United States: Outcomes from a summit of international researchers. Gifted Child Quarterly, 61(3), 262-269. https://doi.org/10.1177/0016986217701839

Suggate, S. P., & Stoeger, H. (2017). Fine motor skills enhance lexical processing of embodied vocabulary: A test of the Nimble-Hands, Nimble-Minds Hypothesis. Quarterly Journal of Experimental Psychology. 70(10), 2169–2187. https://doi.org/10.1080/17470218.2016.1227344

Suggate, S., Stoeger, H., & Fischer, U. (2017). Finger-based numerical skills link fine motor skills to numerical development in preschoolers. Perceptual and Motor Skills, 124(6), 1085-1106. https://doi.org/10.1177/0031512517727405

Suggate, S., Stoeger, H., & Pufke, E. (2017). Relations between playing activities and fine motor development. Early Child Development and Care, 187(8), 1297-1310. https://doi.org/10.1080/03004430.2016.1167047

Ziegler, A., Chandler, K., Vialle, W., & Stoeger, H. (2017). Exogenous and endogenous learning resources in the actiotope model of giftedness and its significance for gifted education. Journal for the Education of the Gifted, 40(4), 310-333. https://doi.org/10.1177/0162353217734376

Ziegler, A., & Stoeger, H. (2017). Systemic gifted education: A theoretical introduction. Gifted Child Quarterly, 61(3), 183-193. https://doi.org/10.1177/0016986217705713

Balestrini, D. P., & Stoeger, H. (2016). Zug?nge der Hochbegabungsdiagnostik im Vergleich [A comparison of approaches to giftedness diagnostics]. Journal für Begabtenf?rderung, 16(1), 6-16.

Hopp, M., H?ndel, M., Stoeger, H., Vialle, W., & Ziegler, A. (2016). A cross-national study of implicit theories of a creative person. Education Sciences, 6(4). https://doi.org/10.3390/educsci6040038

Matthes, B., Kuhlmann, J. M., & Stoeger, H. (2016). Soziotop-F?rderung in der Schule [Facilitating adaptive sociotopes in school]. Journal für Begabtenf?rderung, 16(2), 29-39.

Obergriesser, S., & Stoeger, H. (2016). The influence of emotions and learning preferences on learning strategy use before transition into high-achiever-track secondary school. High Ability Studies, 27(1), 5–38. https://doi.org/10.1080/13598139.2015.1100980

Steinbach, J., & Stoeger, H. (2016). How primary school teachers’ attitudes towards self-regulated learning (SRL) influence instructional behavior and training implementation in classrooms. Teaching and Teacher Education, 60, 256-269. https://doi.org/10.1016/j.tate.2016.08.017

Stoeger, H. (2016). Selbstreguliertes Lernen in der Begabtenf?rderung. News & Science, 42(2), 18-19.

Stoeger, H., Schirner, S., Laemmle, L., Obergriesser, S., Heilemann, M., & Ziegler, A. (2016). A contextual perspective on talented female participants and their development in extracurricular STEM programs. Annals of the New York Academy of Sciences, 1377, 53-66. https://doi.org/10.1111/nyas.13116

Suggate, S., Pufke, E., & Stoeger, H. (2016). The effect of fine and grapho-motor skill demands on preschoolers’ decoding skill. Journal of Experimental Child Psychology, 141 34-48. https://doi.org/10.1016/j.jecp.2015.07.012

Ziegler, A., & Stoeger, H. (2016). Der Soziotop-Ansatz in der Begabungsf?rderung: Theoretischer Hintergrund und Anwendungsperspektiven [The sociotope approach in gifted education: Theoretical background and usage considerations]. Journal für Begabtenf?rderung, 16(2), 4-14.

Obergriesser, S., & Stoeger, H. (2015). The role of emotions, motivation, and learning behavior for underachievement and results of an intervention. High Ability Studies, 26(1), 167-190. https://doi.org/10.1080/13598139.2015.1043003

Sontag, C., & Stoeger, H. (2015). Can highly intelligent and high-achieving students benefit from a training of self-regulated learning in a regular classroom context? Learning and Individual Differences, 41(), 43–53. https://doi.org/10.1016/j.lindif.2015.07.008

Steinbach, J., & Stoeger, H. (2015). Measurement of optimal learning environments: Validation of the parents’ attitudes towards self-regulated learning scale. Psychological Test and Assessment Modeling, 57(2), 179-200.

Stoeger, H., Fleischmann, S., & Obergriesser, S. (2015). Self-regulated learning (SRL) and the gifted learner in primary school: The theoretical basis of and empirical findings on a research program dedicated to ensuring that all students learn to regulate their own learning. Asia Pacific Education Review, 16, 257-267. https://doi.org/10.1007/s12564-015-9376-7

Balestrini, D. P., Harder, B., Stoeger, H., & Ziegler, A. (2014). Zur Verwendung der Begriffe Begabung, Talent und Hochbegabung: Ergebnisse einer korpuslinguistischen Analyse [Usage of the terms giftedness and talent: Results of a corpus-linguistics analysis]. News & Science, 36/37(1/2), 56–59.

Stoeger, H., & Gruber, H. (2014). Cultures of expertise: The social definition of individual excellence. Talent Development and Excellence, 6, 1–10.

Stoeger, H., Sontag, C., & Ziegler, A. (2014). Impact of a teacher-led intervention on preference for self-regulated learning, finding main ideas in expository texts, and reading comprehension. Journal of Educational Psychology, 106(3), 799–814. https://doi.org/10.1037/a0036035

Stoeger, H., Steinbach, J., Obergriesser, S., & Matthes, B. (2014). What is more important for fourth-grade primary school students for transforming their potential into achievement: The individual or the environmental box in multidimensional conceptions of giftedness? High Ability Studies, 25(1) 5–21. https://doi.org/10.1080/13598139.2014.914381

Suggate, S., & Stoeger, H. (2014). Do nimble hands make for nimble lexicons? Fine motor skills predict knowledge of embodied vocabulary items. First Language, 34(3), 244–261. https://doi.org/10.1177/0142723714535768

Ziegler, A., Stoeger, H., Harder, B., Park, K., Porte?ová, S., & Porath, M. (2014). Gender differences in mathematics and science: the role of the actiotope in determining individuals’ achievements and confidence in their own abilities. High Ability Studies, 25(1), 35–51. https://doi.org/10.1080/13598139.2014.916092

Balestrini, D. P., Harder, B., Stoeger, H., & Ziegler, A. (2013). Die Verwendung von Begabung, Talent und Hochbegabung in der deutschen Sprache: Ergebnisse einer korpuslinguistischen Untersuchung [Usage of giftedness and talent in German: Results of a corpus-linguistics analysis]. Labyrinth, 117, 22–23.

Buschhaus, F., Schirner, S., Stoeger, H., & Ziegler, A. (2013). Mentorings bedürfen einer professionellen Durchführung: Eine empirische Untersuchung der Risikofaktoren von Mentorings [Mentoring programs need proper execution: An empirical study of the risk factors of mentoring]. Journal für Begabtenf?rderung, 13(1), 43–54.

Stoeger, H., Duan, X., Schirner, S., Greindl, T., & Ziegler, A. (2013). The effectiveness of a one-year mentoring program for girls in STEM. Computers & Education, 69, 408–418. https://doi.org/10.1016/j.compedu.2013.07.032

Stoeger, H., Suggate, S., & Ziegler, A. (2013). Identifying the causes of underachievement: A plea for the inclusion of fine motor skills. Psychological Test and Assessment Modeling, 55(3), 274–288.

Stoeger, H., & Ziegler, A. (2013). Deficits in fine motor skills and its influence on persistence among gifted elementary school pupils. Gifted Education International, 29(1), 28–42. https://doi.org/10.1177/0261429412440649

Stoeger, H., & Ziegler, A. (2013). Heterogenit?t und Inklusion im Unterricht [Heterogeneity and inclusion during classroom instruction]. Schulp?dagogik — heute, 7, 1–31.

Ziegler, A., & Stoeger, H. (2013). Bildungs- und Lernkapital: Ein ressourcenorientierter Ansatz [Educational and learning capital: A resource-oriented approach]. Journal für Begabtenf?rderung, 13(2), 4–13.

Ziegler, A., Stoeger, H., Harder, B., & Balestrini, D. P. (2013). Gifted education in German-speaking Europe. Journal for the Education of the Gifted, 36(3), 384–411. https://doi.org/10.1177/0162353213492247

Aljughaiman, A., Duan, X., Haendel, M., Hopp, M., Stoeger, H., & Ziegler, A. (2012). A cross-cultural study of implicit theories of an intelligent person. Turkish Journal of Giftedness and Education, 2(1), 2–17.

Sontag, C., Stoeger, H., & Harder, B. (2012). The relationship between intelligence and the preference for self-regulated learning: A longitudinal study with fourth-graders. Talent Development and Excellence, 4, 1–22.

Stoeger, H. (2012). Quo vadis, erziehungswissenschaftliche Genderforschung? Fünf Lehren für die n?chste Forschungsdekade [Quo vadis, educational gender research? Five lessons for the next decade of research]. Blick in die Wissenschaft, 26, 3–8.

Stoeger, H., & Ziegler, A. (2012). Wie effektiv ist Mentoring? Ergebnisse von Einzelfall- und Meta-Analysen [How effective is mentoring? Results of case studies and meta-analyses]. Diskurs Kindheits- und Jugendforschung, 7, 131–146.

Ziegler, A., Stoeger, H., & Vialle, W. (2012). Giftedness and gifted education: The need for a paradigm change. Gifted Child Quarterly, 56(4), 194–197. https://doi.org/10.1177/0016986212456070

Ziegler, A., Stoeger, H., Vialle, W., & Wimmer, B. (2012). Diagnosis of self-regulated learning profiles. The Australasian Journal of Gifted Education, 21(2), 62–74.

Ziegler, A., Ziegler, A., & Stoeger, H. (2012). Shortcomings of the IQ-based construct of underachievement. Roeper Review, 34(2), 123–132. https://doi.org/10.1080/02783193.2012.660726

Ziegler, A., Stoeger, H., & Grassinger, R. (2011). Actiotope model and self-regulated learning. Psychological Test and Assessement Modeling, 53(1), 161–179.

Goetz, T., Frenzel, A. C., Stoeger, H., & Hall, N. C. (2010). Antecedents of everyday positive emotions: An experience sampling analysis. Motivation and Emotion, 34(1), 49–62. https://doi.org/10.1007/S11031-009-9152-2

Oagra, C., Harder, B., Stoeger, H., & Ziegler, A. (2010). Recent trends in the study of giftedness. Talent Talks, 2, 5–10.

Sontag, C., & Stoeger, H. (2010). Selbstreguliertes Lernen und Hochbegabung [Self-regulated learning and giftedness]. Journal für Begabtenf?rderung, 10, 6–23.

Stoeger, H. (2010). Modelllernen: Vorbild für das Lernen der Schülerinnen und Schüler sein [Observational learning: Being a role model for schoolchildren]. Schulmagazin 5–10, 6, 11–14.

Stoeger, H., & Sontag, C. (2010). F?rderung hochleistender und hochbegabter M?dchen und Frauen [Supporting high-achieving and gifted girls and women]. News & Science, 25(2), 35–40.

Stoeger, H., & Ziegler, A. (2010). Do pupils with differing cognitive abilities benefit similarly from a self-regulated learning training program? Gifted Education International, 26(1), 110–123. https://doi.org/10.1177/026142941002600113

Ziegler, A., Fidelman, M., Reutlinger, M., Vialle, W., & Stoeger, H. (2010). Implicit personality theories on the modifiability and stability of the action repertoire as a meaningful framework for individual motivation: A cross-cultural study. High Ability Studies, 21(2), 147–163. https://doi.org/10.1080/13598139.2010.528924

Ziegler, A., Schimke, D., Stoeger, H., & Merrotsy, P. (2010). Standards for field evaluations of modifications to educational settings. Problems of Evaluation in the 21st Century, 20, 156–169.

Ziegler, A., & Stoeger, H. (2010). How fine motor skills influence the assessment of high ability and underachievement in math. Journal for the Education of the Gifted, 34(2), 195–219.

Ziegler, A., & Stoeger, H. (2010). Research on a modified framework of implicit personality theories. Learning and Individual Differences, 20(4), 318–326. https://doi.org/10.1016/j.lindif.2010.01.007

Ziegler, A., Stoeger, H., & Grassinger, R. (2010). Diagnostik selbstregulierten Lernens mit dem FSL-7 [Diagnosing self-regulated learning with the FSL-7]. Journal für Begabtenf?rderung, 10, 24–34.

Martzog, P., Stoeger, H., & Ziegler, A. (2009). Neue empirische Befunde zum Underachievement Hochbegabter [New empirical findings on gifted underachievers]. Heilp?dagogik online, 8, 90–112.

Stoeger, H. (2009). Die Identifikation Hochbegabter basierend auf einem systemischen Begabungsansatz und deren Relevanz für Begabte mit heilp?dagogischem F?rderbedarf [Identifying gifted individuals via a systemic approach and the relevance of the approach for gifted individuals with special educational needs]. Heilp?dagogik online, 8, 35–63.

Stoeger, H., & Sontag, C. (2009). Geschlechtsdisparit?ten im Bildungsbereich: Die Situation hochleistender und hochbegabter M?dchen und Frauen [Gender disparities in education: The situation of high-achieving and gifted girls and women]. News & Science, 23(3), 27–35.

Ziegler, A., & Stoeger, H. (2009). Begabungsf?rderung aus einer systemischen Perspektive [Gifted education from a systemic perspective]. Journal für Begabtenf?rderung, 9(2), 6–31.

Stoeger, H., Schirner, S., & Ziegler, A. (2008) Ist die Identifikation Begabter schon im Vorschulalter m?glich? Ein Literaturüberblick [Is the identification of gifted students already possible in primary school? A Literature Review]. Diskurs Kindheits- und Jugendforschung, 3, 7–24.

Stoeger, H., & Ziegler, A. (2008). Evaluation of a classroom-based training to improve self-regulated learning in time management tasks during homework activities with fourth graders. Metacognition and Learning, 3, 207–230. https://doi.org/10.1007/s11409-008-9027-z

Stoeger, H., & Ziegler, A. (2008). High ability assessment. Psychology Science Quarterly, 50(2), 91–96.

Stoeger, H., Ziegler, A., & Martzog, P. (2008). Deficits in fine motor skill as an important factor in the identification of gifted underachievers in primary school. Psychology Science Quarterly, 50(2), 134–147.

Ziegler, A., Dresel, M., & Stoeger, H. (2008). Addressees of performance goals. Journal of Educational Psychology, 100(3), 643–654. https://doi.org/10.1037/0022-0663.100.3.643

Ziegler, A., & Stoeger, H. (2008). Effect of role models from films on short-term ratings of intent, interest, and self-assessment of ability by high school youth: A study of gender-stereotyped academic subjects. Psychological Reports, 102(2), 509–531. https://doi.org/10.2466/PR0.102.2.509-531

Ziegler, A., & Stoeger, H. (2008). A learning-oriented subjective action space as an indicator of giftedness. Psychology Science Quarterly, 50(2), 222–237.

Ziegler, A., & Stoeger, H. (2008). Neue Wege in der Hochbegabtenf?rderung I: Selbstreguliertes Lernen [New directions in the promotion of gifted students I: Self-regulated learning]. Labyrinth, 92, 4–8.

Ziegler, A., Stoeger, H., & Martzog, P. (2008). Feinmotorische Defizite als Ursache des Underachievements begabter Grundschüler [Deficits in fine motor skills as reason for gifted primary students’ underachievement]. Diskurs Kindheits- und Jugendforschung, 3, 53–66.

Rustemeyer, R., & Stoeger, H. (2007). Does hand calculator use explain why university students cannot perform elementary arithmetic? Psychological Reports, 100(3, Part 2), 1270–1273. https://doi.org/10.2466/PR0.100.3.1270-1272

Schimke, D., & Stoeger, H. (2007). CyberMentor: E-Mentoring to strengthen interest and participation of girls in STEM. Science in School, 5(Summer), 41–44.

Schimke, D., & Stoeger, H. (2007). Web-basierte Teilnahme an SchülerInnenwettbewerben als M?glichkeit der F?rderung begabter M?dchen im mathematisch-naturwissenschaftlichen Bereich [Web-based participation in students’ competitions as a means of encouraging gifted girls in mathematics and the natural sciences]. Journal für Begabtenf?rderung, 7(1), 21–28.

Ziegler, A., & Stoeger, H. (2007). Hoch begabt und trotzdem schlecht in der Schule? [So you’re gifted and still struggling in school?]. Grundschule, 10, 20–23.

Dresel, M., Stoeger, H., & Ziegler, A. (2006). Geschlechtsunterschiede bei Leistungsbewertungen und Leistungsaspirationen: Eine Mehrebenenanalyse zu Klassen- und Schulunterschieden bezüglich des Ausma?es von Geschlechtsdifferenzen [Gender differences concerning achievement assessments and aspirations: A multi-level analysis concerning classroom and school differences]. Psychologie in Erziehung und Unterricht, 53, 44–61.

Stoeger, H. (2006). First steps towards an epistemic learner model. High Ability Studies, 17(1), 17–41. https://doi.org/10.1080/13598130600946988

Stoeger, H. (2006). Identification of giftedness in early childhood. Gifted and Talented International, 21(1), 47–66. https://doi.org/10.1080/15332276.2006.11673465

Stoeger, H., & Ziegler, A. (2006). On the influence of motivational orientations on a training to enhance self-regulated learning skills. Educational Sciences and Psychology, 9, 13–27.

Stoeger, H. (2005). Cross-cultural research: Basic issues, dilemmas and strategies [Book review]. Gifted and Talented International, 20(1), 74–75. https://doi.org/10.1080/15332276.2005.11673442

Stoeger, H., & Ziegler, A. (2005). Motivational orientations and cognitive abilities: An empirical investigation in primary school. Gifted and Talented International, 20(2), 7–18.

Stoeger, H., & Ziegler, A. (2005). Evaluation of an elementary classroom self-regulated learning program for gifted math underachievers. International Education Journal, 6, 261–271.

Stoeger, H., & Ziegler, A. (2005). Praise in gifted education: Analyses on the basis of the actiotope model of giftedness. Gifted Education International, 20(3), 306–329. https://doi.org/10.1177/026142940502000306

Stoeger, H., & Ziegler, A. (2005). Underachievement und Prüfungsangst: Forschungsbefunde und Interventionsm?glichkeiten bei hochbegabten Schülerinnen und Schülern [Underachievement and test anxiety: Empirical research and interventions for gifted students]. Journal für Begabtenf?rderung, 5(1), 7–19.

Stoeger, H., Ziegler, A., Cozacu, C., & Schimke, D. (2005). CyberMentor: Email-Mentoring für an Mathematik, Informatik, Naturwissenschaften oder Technik interessierte Schülerinnen [CyberMentor: An internet-based mentoring program for girls interested in math and natural sciences]. ADA-Mentoring, 11, 5-9.

Stoeger, H., Ziegler, A., Cozacu, C., & Schimke, D. (2005). E-Mail-Mentoring als M?glichkeit der Frauenf?rderung [Email mentoring as a possibility for fostering gifted girls]. AKTIV — Frauen in Baden-Württemberg, 27, 5–7.

Stoeger, H. (2004). Interview with Fran?oys Gagné. High Ability Studies, 15(2), 167–172. https://doi.org/10.1080/1359813042000314754

Stoeger, H., Ziegler, A., & David, H. (2004). What is a specialist? Effects of the male concept of a successful academic person on the performance in a thinking task. Psychology Science, 47(1), 514–530.

Ziegler, A., & Stoeger, H. (2004). Evaluation of an attributional retraining to reduce gender differences in chemistry instruction. High Ability Studies, 15(1), 63–81. https://doi.org/10.1080/1359813042000225348

Ziegler, A., & Stoeger, H. (2004). Identification based on ENTER within the conceptual frame of the Actiotope Model of Giftedness. Psychology Science, 46(3), 324–342.

Ziegler, A., & Stoeger, H. (2004). Test anxiety among gifted students: Causes, indications, and educational interventions for teachers and parents. Journal of the Gifted and Talented Education Council, 17, 29–42.

Stoeger, H. (2003). Praktische Anwendung des ENTER-Modells [Practical application of the ENTER model]. Journal für Begabtenf?rderung, 3(1), 43–54.

Stoeger, H. (2003). Wie gut stimmen Begabungseinsch?tzungen von Eltern, Lehrkr?ften und Schülern mit Intelligenztestergebnissen überein? Eine Untersuchung in vierten Grundschulklassen [To which extent are parental, teacher, and student assessments of giftedness in agreement with intelligence test results? An empirical study in primary school]. LVH aktuell, 10, 5–9.

Ziegler, A., & Stoeger, H. (2003). ENTER: Ein Modell zur Identifikation von Hochbegabten [ENTER: A model to identify gifted students]. Journal für Begabtenf?rderung, 1, 8–21.

Ziegler, A., & Stoeger, H. (2003). Identification of underachievement with standardized tests, student, parental and teacher assessments: An empirical study on the agreement among various diagnostic sources. Gifted and Talented International, 18(2), 87–94. https://doi.org/10.1080/15332276.2003.11673019

Ziegler, A., Stoeger, H., Grassinger, R., & Finsterwald, M. (2003). Was tun gegen Prüfungsangst? [What can be done about test anxiety?]. LVH aktuell, 10, 9–14.

Stoeger, H., & Ziegler, A. (2002). Warum lernen Schüler und Schülerinnen der gymnasialen Mittelstufe Mathematik und Latein? [Why do secondary school students learn mathematics and Latin?]. P?dagogisches Handeln, 3, 289–309.

Ziegler, A., Grassinger, R., Finsterwald, M., & Stoeger, H. (2002). Praxistipps aus der Forschung: Richtiges Loben [Tips for practitioners from research: How to praise properly]. LVH aktuell, 9, 9–11.

Ziegler, A., & Stoeger, H. (2002). Motivationale Ziele im Mathematikunterricht von MittelstufenschülerInnen am Gymnasium [Motivational goals of secondary school students in mathematics]. Empirische P?dagogik, 16(1), 57–78.

Editorials

Vialle, W., Stoeger, H., & Ziegler, A. (2021). Advanced learning [Guest editorial]. Frontiers in Psychology, 12, Article 712661. https://doi.org/10.3389/fpsyg.2021.712661

Stoeger, H., & Zeidner, M. (2019). Self-regulated learning in gifted, talented, and high-achieving learners [Guest editorial]. High Ability Studies, 30(1-2), 1-8. https://doi.org/10.1080/13598139.2019.1601326

Subotnik, R. F., Assouline, S., Olszewski-Kubilius, P., Stoeger, H., & Ziegler, A. (2019). An introduction to the special issue: A review of European and American perspectives and research on talent development [Guest editorial]. New Directions for Child and Adolescent Development, 168, 7-10. https://doi.org/10.1002/cad.20323

Vialle, W., & Stoeger, H. (2018). Educational and learning capital: Implications for gifted education [Guest editorial]. Journal for the Education of the Gifted, 41(4), 295-297. https://doi.org/10.1177/0162353218807775

Stoeger, H., Olszewski-Kubilius, P., Subotnik, R. F., Assouline, S., McCoach, D. B., & Ziegler, A. (2017). Theoretical approaches, societal issues, and practical implications for school-based and extracurricular talent development: Outcomes of the Inaugural European–North American Summit on Talent Development (Part I) [Guest editorial]. Gifted Child Quarterly, 61(3), 159-163. https://doi.org/10.1177/0016986217708853

Stoeger, H., Olszewski-Kubilius, P., Subotnik, R. F., Assouline, S., McCoach, D. B., & Ziegler, A. (2017). Theoretical approaches, societal issues, and practical implications for school-based and extracurricular talent development: Outcomes of the Inaugural European–North American Summit on Talent Development (Part II) [Guest editorial]. High Ability Studies, 28(1), 1-6. https://doi.org/10.1080/13598139.2017.1306213

Stoeger, H. (2016). Motivational and emotional aspects of high ability (part II) [Guest editorial]. High Ability Studies, 27(1), 1-3. https://doi.org/10.1080/13598139.2016.1212845

Schorer, J., Baker, J., Stoeger, H., & Ziegler, A. (2015). Identifying effective learning environments: Part I [Guest editorial]. Psychological Test and Assessment Modeling, 57(1), 37–39.

Stoeger, H. (2015). Motivational and emotional aspects of high ability (part I) [Guest editorial]. High Ability Studies, 26(2), 191–193. https://doi.org/10.1080/13598139.2015.1114809

Stoeger, H., Baker, J., Schorer, J., & Ziegler, A. (2015). Identifying effective learning environments: Part II [Guest editorial]. Psychological Test and Assessment Modeling, 57(2), 162.

Stoeger, H. (2014). Putting various giftedness models as well as individual aspects of giftedness and performance excellence to the empirical test [Editorial]. High Ability Studies, 25(2), 81–82. https://doi.org/10.1080/13598139.2014.975443

Stoeger, H. (2013). Perceptions of self and others in gifted education and high-achievement domains [Editorial]. High Ability Studies, 24(2), 77–79. https://doi.org/10.1080/13598139.2013.853996

Stoeger, H. (2013). Thinking outside the box: Gifted education, expertise research, and general research on learning [Editorial]. High Ability Studies, 24(1), 1–3. https://doi.org/10.1080/13598139.2013.790644

Stoeger, H. (2012). Do we need a paradigm shift? Arguments for and against a systemic theory of giftedness research and education [Editorial]. High Ability Studies, 23(1), 1–2. https://doi.org/10.1080/13598139.2012.687162

Stoeger, H. (2012). Editorial. High Ability Studies, 23(2), 131-132. https://doi.org/10.1080/13598139.2012.742675

Vialle, W, Stoeger, H, & Ziegler, A (2021). Editorial: Advanced learning. Frontiers in Psychology, 12, Article 712661.