Höhne, E., Fekete, S. P., Schild, J., & Zander, L. (2022). Perceived Stress, Individual Psychological Resources, and Social Resources Among Computer Science Students During the COVID-19 Pandemic. Frontiers in Education, 7, [840216].

doi.org/10.3389/feduc.2022.840216

Ollrogge, K., Frühauf, M., Mros, T., Böttger, J., Höhne, E., McElvany, N., Zander, L., & Hannover, B. (2022). Can I dismiss the stereotype – as my teacher did? Influence of stereotype activation and an immigrant teacher on student learning. Social psychology of education, 25(4), 745-766.

doi.org/10.1007/s11218-022-09707-5

Zander, L., Niemann, T., Haase, J. S. C., & Höhne, E. (2022). Entwicklung fachlicher Hilfenetzwerke unter Peers: Eine soziometrische Analyse unter besonderer Berücksichtigung des Geschlechts. PraxisForschungLehrer*innenBildung. Zeitschrift für Schul- und Professionsentwicklung, 4(5), 89-118.

doi.org/10.11576/pflb-5906

Zander, L., & Höhne, E. (2021). Perceived Peer Exclusion as Predictor of Students' Help-Seeking Strategies in Higher Education: Differences by Gender and University Major. Zeitschrift fur Entwicklungspsychologie und Padagogische Psychologie, 53(1-2), 27-41.

doi.org/10.1026/0049-8637/a000235

Zander, L., Höhne, E., Harms, S., Pfost, M., & Hornsey, M. J. (2020). When Grades Are High but Self-Efficacy Is Low: Unpacking the Confidence Gap Between Girls and Boys in Mathematics. Frontiers in psychology, 11, [552355].

doi.org/10.3389/fpsyg.2020.552355

Höhne, E., & Zander, L. (2019). Belonging uncertainty as predictor of dropout intentions among first-semester students of the computer sciences. Zeitschrift fur Erziehungswissenschaft, 22(5), 1099-1119.

doi.org/10.1007/s11618-019-00907-y

Höhne, E., & Zander, L. (2019). Sources of Male and Female Students’ Belonging Uncertainty in the Computer Sciences. Frontiers in psychology, 10, [1740].

doi.org/10.15488/5231

Höhne, E. (2017). Peerinteraktionen im Klassenzimmer. Zeitschrift fur Erziehungswissenschaft, 20(3), 537-543.

doi.org/10.1007/s11618-017-0770-2