Conference Contributions
Conference Talks
Brouwer, J., Haase, J., & Zander, L. (2023, August). The relationship between stress and perceived social support among university students. 20th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Thessaloniki, Greece.
Haase, J., Höhne, E., & Zander, L. (2023, August). University students’ engagement during the pandemic: The role of organization-based self-esteem. 20th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Thessaloniki, Greece.
Höhne, E., Haase, J., & Zander, L. (2023, August). University students’ stress during the pandemic: Longitudinal evidence from two academic years. 20th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Thessaloniki, Greece.
Haase, J., & Zander, L. (2023, February). Thriving von internationalen Studierenden: die Rolle der Mindsets von Dozierenden, sowie der Selbstwirksamkeitserwartungen und des Zugehörigkeitserlebens der Studierenden [International students' thriving – the role of instructors' mindsets, students' self-efficacy beliefs, and sense of belonging]. 10th Congress of the Society for Empirical Educational Research (GEBF), Duisburg, Germany.
Haase, J., Rahiem, M., & Zander, L. (2022, September). Individual and contextual predictors of university students’ thriving in online learning environments in Germany and Indonesia: a gendered analysis. 52nd Congress of the German Psychological Society (DGPs), Hildesheim, Germany.
Haase, J., & Zander, L. (2022, March). International students' thriving – the role of instructors' mindsets, students' self-efficacy beliefs, and sense of belonging. 28th Conference of the German Educational Research Association (GERA/DGfE), Bremen, Germany.
Haase, J., Rahiem, M., & Zander, L. (2022, March). Thriving in Online-Lernumgebungen während der Pandemie: Individuelle und kontextuelle Prädiktoren für Vitalität und persönliches Wachstum von Studierenden in Deutschland und Indonesien [Thriving in online learning environments during the pandemic: Individual and contextual predictors of vitality and personal growth among higher education students in Germany and Indonesia]. 9th Congress of the Society for Empirical Educational Research (GEBF), Bamberg, Germany.
Zander, L., & Haase, J. (2022, March). Sources of university instructors’ stress in remote teaching during the pandemic: organization-based self-esteem, institutional support, and age. 9th Congress of the Society for Empirical Educational Research (GEBF), Bamberg, Germany.
Haase, J., Traulsen, S., & Zander, L. (2021, June). Thriving in remote learning environments: Individual and contextual predictors of vitality and personal growth. Thematic Meeting “University 2021 – post-digital and post-pandemic (?)” of the Society for Empirical Educational Research (GEBF), Frankfurt am Main, Germany.
Haase, J., Traulsen, S., & Zander, L. (2021, April). Thriving in times of the pandemic: Individual and social predictors of male and female university students’ perceived growth in online learning environments. Social Psychology Conference 2021, University of Helsinki, Helsinki, Finland.
Haase, J., Braun, E., Böttger, J., Mertens, J., & Hannover, B. (2020, September). Fächergruppenspezifische Zulassungsverfahren an deutschen Hochschulen. Ein systematisches Review [Subject area-specific admission procedures at German universities. A systematic review]. 52st Congress of the German Psychological Society (DGPs)/15th Congress of the Austrian Society of Psychology, Wien, Austria [Talk accepted, congress canceled due to Sars-CoV-2].
Haase, J., Böttger, J., Braun, E., Mertens, J., & Hannover, B. (2020, März). Fairer Hochschulzugang durch differenzierte Aufnahmeverfahren? Systematisches Review der aktuellen Zulassungspraxis in Deutschland [Fair higher education entrance via differentiated admission procedures? A systematic review of current admission practices in Germany]. 8th Congress of the Society for Empirical Educational Research (GEBF), Potsdam, Germany. [Talk accepted, congress canceled due to Sars-CoV-2].
Haase, J., Zander, L., Kreutzmann, M., Trölenberg, L., & Hannover, B. (2018, September). WIRwerden. Ein wissenschaftlich begleitetes Projekt zur Förderung der sozialen Integration geflüchteter Kinder durch Peer-Tandems in der Grundschule [Growing together. A scientifically evaluated project to promote the social integration of refugee children by peer tandems in elementary school]. 51st Congress of the German Psychological Society (DGPs), Frankfurt am Main, Germany.
Posters
Haase, J., Höhne, E., & Zander, L. (2023, April). Staying engaged during the pandemic: The decisive role of university students’ organization-based self-esteem. Annual Meeting of the American Educational Research Association (AERA), Chicago, USA.
Haase, J., Traulsen, S., & Zander, L. (2021, May). Individual and contextual enablers of university students’ sense of thriving in online learning environments: a gendered analysis. 13th annual meeting of the Society for the Science of Motivation (SSM), virtual.
Haase, J., Böttger, J., Braun, E., Mertens, J., & Hannover, B. (2020, April). How are Applicants Selected for University Studies? Review of the Current Situation in Germany. Annual Meeting of the American Educational Research Association (AERA), San Francisco, CA, USA [Poster accepted, congress canceled due to Sars-CoV-2].
Mertens, J., Sann, J., Böttger, J., Haase, J., Hannover, B., & Braun, E. (2020, März). Erste Ergebnisse einer Meta-Analyse zum Einfluss nicht-kognitiver Prädiktoren auf Studienerfolg in Deutschland [First results of a meta-analysis on the influence of non-cognitive predictors of study success in Germany]. 15th annual meeting of the Society for research on higher education (GfHf), Hamburg, Germany.