Conference Contributions

• Traulsen, S., & Zander, L. (2024, March). Lernen und Unterrichten mit Videos: Wirkung auf motivationale und lernbezogene Prozesse [Learning and teaching with videos: Effects on motivational and learning-related processes]. 11^th Conference of the Society for Empirical Educational Research (GEBF), Potsdam, Germany.
• Zander, L., & Höhne, E. (2022, July). Understanding the role of social factors in STEM students’ educational paths. 6^th Biennial Network Gender & STEM Conference, Munich, Germany.
• Imdorf, C., & Zander, L. (2022, March). Widerständigkeit und Agency von Jugendlichen und jungen Erwachsenen in transnationalen Bildungsräumen [Resistance and agency of youth and adolescents in transnational educational spaces]. Working group conducted at the 28^th Conference of the German Educational Research Association (GERA/DGfE), Bremen, Germany.
• Zander, L. (2022, March). Internationale Perspektiven auf individuelle und soziale Prädiktoren erfolgreicher Studienverläufe [International perspectives on individual and social predictors of successful study outcomes]. 9^th Conference of the Society for Empirical Educational Research (GEBF), Bamberg, Germany.
• Zander, L., & McElvany, N. (2021, August). (Absence of) Stereotype Threat Effects in Primary, Secondary, and Tertiary Education: The Role of Student and Teacher Identities. 3^rd Cultural Diversity, Migration, and Education (CDME), Potsdam, Germany.
• Zander, L., & Buchholz, S. (2021, June). Maintaining student engagement, persistence, and growth in online learning environments: connecting insights from large- and small-scale assessments. Thematic Meeting “University 2021 – post-digital and post-pandemic (?)” of the Society for Empirical Educational Research (GEBF), Frankfurt am Main, Germany.
• Zander, L., & Müller, C. (2020, March). Peer groups in heterogeneous classrooms: Current directions and challenges for research and practice. Symposium conducted at the 8^th Conference of the Society for Empirical Educational Research (GEBF), Potsdam, Germany. [Conference cancelled due to Sars-CoV-2].
• Wolter, I., & Zander, L. (2020, March). MINT (ist nichts) für mich? Affektiv-motivationale und verhaltensbezogene Mechanismen der Beteiligung von Frauen in MINT-Bereichen [STEM is (not) for me? Affective-motivational and behavioral mechanisms of women’s participation in STEM-related domains]. Symposium conducted at the 8^th Conference of the Society for Empirical Educational Research (GEBF), Potsdam, Germany. [Conference cancelled due to Sars-CoV-2].
• Zander, L., & Rauch, D. (2019, February). Die Bedeutung von Peerbeziehungen und sozialer Zugehörigkeit in Schule und Universität [The role of peer relations and social belonging in school and university]. Symposium conducted at the 7^th Conference of the Society for Empirical Educational Research (GEBF), Cologne, Germany.
• Hannover, B., & Zander, L. (2018, September). Interventive Programme zur Integration geflüchteter Kinder, Jugendlicher und Erwachsener [Intervention programs supporting the integration of refugee children, adolescents, and adults]. Symposium conducted at the 51^st Congress of the German Society for Psychology (DGPs), Frankfurt, Germany.
• Zander, L., & Webster, G. D. (2017, July). Sex, drugs, and modern dance: Understanding the dynamics of interpersonal status through social network analysis. Symposium conducted at the 18^th General Meeting of the European Association of Social Psychology (EASP), Granada, Spain.
• Zander, L., & Henke, T. (2016, March). Soziale Integrationsprozesse in heterogenen Bildungskontexten: Neue Erkenntnisse durch soziale Netzwerkanalyse [Social processes of integration in heterogeneous contexts of education]. Symposium conducted at the 4^th Conference of the Society for Empirical Educational Research (GEBF), Berlin, Germany.
• Zander, L., & Wolter, I. (2015, September). Stereotype gegenüber Lehrenden und Lernenden in männlich und weiblich konnotierten Fachdomänen [Stereotypes towards teachers and learners in male and female connoted domains]. Symposium conducted at the 15^th Professional Group Conference Pedagogical Psychology (paEpsy) of the German Society for Psychology (DGPs), Kassel, Germany.
• Zander, L., & Wolter, I. (2014, September). Das Selbst in Bildungskontexten. Neue Erkenntnisse zum dynamischen Wechselspiel zwischen Lernkontext und Selbst der Lernenden [The self in educational contexts. New insights into the dynamic interplay between learning context and the self-views of learners]. Symposium conducted at the 49^th Congress of the German Society for Psychology (DGPs), Bochum, Germany.
• Zander, L., & Gniewosz, B. (2014, July). Transmitting gender in teaching and parenting. Symposium conducted at the Gender & STEM Conference, Berlin, Germany.
• Zander, L., & Sedikides, C. (2014, July). The self in surroundings, surroundings in the self: How social environments shape the way we perceive ourselves and vice versa. Symposium conducted at the 17^th General Meeting of the European Association of Social Psychology (EASP), Amsterdam, Netherlands.
• Zander, L. & Dresel, M. (2013, September). Umgang mit Fehlern in Lehr– und Lernsituationen: Eine Frage des Kontexts [Handling of mistakes in teaching and learning situations: A question of context]. Symposium conducted at the 14^th Professional Group Conference Pedagogical Psychology (paEpsy) of the German Society for Psychology (DGPs), Hildesheim, Germany.
• Knigge, M., Zander, L. Wolter, I. (2012, September). Selbstkonzepte und Identitätsprozesse in heterogenen Lernumgebungen [Self concepts and identity processes in heterogeneous learning environments]. Symposium conducted at the 48^th Congress of the German Society for Psychology (DGPs), Bielefeld, Germany.
• Zander, L. & Kolleck, N. (2012, March). Soziale Netzwerkanalyse in Bildungsforschung und Bildungspolitik [Social Network Analysis in Educational Research and Educational Politics]. Symposium conducted at the 1^st Conference of the Society for Empirical Educational Research (GEBF), Kiel, Germany.
• Zander–Mušić, L. & Hannover, B. (2010, September). Ich, wir und die anderen. Selbst– und Fremdwahrnehmung in kulturell heterogenen Schulklassen [Me, us, and the others. Perception of self and others in cultural heterogeneous classrooms]. Symposium conducted at the 47^th Congress of the German Society for Psychology (DGPs), Bremen, Germany.    

2024

• Traulsen, S., & Zander, L. (accepted). Videos as a Means to Increase Students’ STEM Interest and Utility Value: Does Goal Congruity Matter? European Conference on Educational Research 2024 (ECER), Nicosia, Zypern.
• Höhne, E., Willert, M., Lipschütz, H., Eggerichs, L., & Zander, L. (accepted). Gendered predictors and outcomes of attending a peer-tutored STEM Learning and Support Centre: Longitudinal evidence among German undergraduate students. 7^th Biennial Network Gender & STEM Conference, Heidelberg, Germany.
• Zander, L., Höhne, E., & Halabi, S. (accepted). Collaborative mindsets: How they predict male and female students’ academic help-seeking and engagement in STEM and HEED domains. 7^th Biennial Network Gender & STEM Conference, Heidelberg, Germany.
• Traulsen, S., & Zander, L. (2024, March). Straighten your back, open your arms! Wirkung der Körperhaltung einer Lehrperson auf Lernende [Straighten your back, open your arms! The effect of a teacher's body posture on learners]. 11^th Conference of the Society for Empirical Educational Research (GEBF), Potsdam, Germany.

2023

• Brouwer, J., Haase, J., & Zander, L. (2023, August). The relationship between stress and perceived social support among university students. 20^th 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. 20^th 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. 20^th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Thessaloniki, Greece.
• Haase, J., & Zander, L. (February, 2023). 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]. 10^th Congress of the Society for Empirical Educational Research (GEBF), Duisburg, Germany.

2022

• Zander, L. (2022, October). „No (wo)man is an island…“ Academic help seeking in higher education. Invited talk at the 5th International Colloquium on Interdisciplinary Islamic Studies (ICIIS) hosted by the Graduate School of UIN Syarif Hidayatullah, Jakarta. Lombok, Indonesia.
• 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. 52^nd Congress of the German Psychological Society (DGPs), Hildesheim, Germany.    
• Zander, L., Höhne, E., & Niemann, T. (2022, September). Professor fixed mindsets as predictor of STEM students’ belonging and dropout intentions. 52^nd Congress of the German Psychological Society (DGPs), Hildesheim,Germany.
• Höhne, E., Albrecht, E., & Zander, L. (2022, September). "Say it out loud!" (When) do immigrant and non-immigrant students experience an effort-based teacher encouragement after stereotyping as motivating? 52^nd Congress of the German Psychological Society (DGPs), Hildesheim, Germany.
• Zander, L., Höhne, E., & Chen, I.-C. (2022, July). Too chilly to seek help – Exchange climate as predictor of students’ help-seeking in STEM and HEED. 6^th Biennial Network Gender & STEM Conference, Munich, Germany.
• Höhne, E., Niemann, T., & Zander, L. (2022, July). Professor fixed vs. growth mindsets as predictor of STEM students’ belonging uncertainty and dropout intention. 6^th Biennial Network Gender & STEM Conference, Munich, Germany.
• Höhne, E., Fekete, S., Schild, J., & Zander, L. (2022, June). Perceived stress and psychological resources among STEM students during the COVID-19 pandemic. Conference of the Special Interest Group 4 (Higher Education) of the European Association for Research on Learning and Instruction (EARLI), Cádiz, Spain.
• Höhne, E., Fekete, S., Schild, J., & Zander, L. (2022, March). Habituation oder Sensibilisierung? Wahrgenommener Stress sowie individuelle psychologische und soziale Ressourcen von Informatikstudierenden im Verlauf der COVID-19-Pandemie [Habituation or sensitization? Perceived stress as well as individual psychological and social resources among computer science students during the COVID-19 pandemic]. 9^th Congress of the Society for Empirical Educational Research (GEBF), Bamberg, Germany.
• Albrecht, E., Höhne, E., & Zander, L. (2022, March). „Yes, you can!“ Evaluation einer videobasierten Lehrkräfte-Ermutigung nach Stereotypisierung und Entwicklung einer Skala zur Einschätzung von Ermutigung und Heterogenitätssensibilität ["Yes, you can!" Evaluation of a video-based teacher encouragement after stereotyping and development of a scale to assess encouragement and heterogeneity sensitivity]. 9^th Congress of the Society for Empirical Educational Research (GEBF), Bamberg, 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]. 9^th 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. 9^th Congress of the Society for Empirical Educational Research (GEBF), Bamberg, Germany.
• Haase, J., & Zander, L. (2022, March). International students' thriving – the role of instructors' mindsets, students' self-efficacy beliefs, and sense of belonging. Presentation at the 28^th Conference of the German Educational Research Association (GERA/DGfE), Bremen, Germany.

2021

• Zander, L., & Höhne, E. (2021, September). Prädiktoren fachlicher Hilfesuche in Informatik und bildungsbezogenen Studiengängen [Predictors of academic help-seeking in computer science and education]. Presentation at the 18^th Professional Group Conference Pedagogical Psychology (PaePsy) of the German Society for Psychology (DGPs), Heidelberg, Germany.     

• Albrecht, E., Höhne, E., & Zander, L. (2021, September). „You think I can’t” or „Yes, you can“? – Die Wirkung von Stereotypenbedrohung und Ermutigung [„You think I can’t” or „Yes, you can“? – The effect of stereotype threat and encouragement]. Presentation at the 18^th Professional Group Conference Pedagogical Psychology (PaePsy) of the German Society for Psychology (DGPs), Heidelberg, Germany.  

• Höhne, E., Albrecht, E., & Zander, L. (2021, August). Your threat’s not mine, your encouragement is! Effects of stereotype threat and teacher encouragement on outgroup growth mindsets. 3^rd Cultural Diversity, Migration, and Education Conference (CDME), Potsdam, Germany.

• Zander, L., & Höhne, E. (2021, July). Fitting in or feeling excluded: Perceived peer exclusion as predictor of university students' help-seeking strategies. Presentation at the 14^th Biennial Conference of the Asian Association of Social Psychology (AASP), Seoul, Korea.   
• Höhne, E., & Zander, L. (2021, July). „Why I don’t belong here…”: Sources of male and female students’ belonging uncertainty in the computer sciences. Presentation at the 5^th Biennial Network Gender & STEM Conference, Sydney, Australia.
• Zander, L., & Niemann, T. (2021, July).  Facets of social and academic integration among male and female university first year STEM students and prospective STEM teachers. Presentation at the 5^th Biennial Network Gender & STEM Conference, Sydney, Australia.
• Höhne, E., & Zander, L. (2021, June). Should I stay or should I go? Social and academic predictors of students’ dropout intentions during the COVID-19 pandemic. 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, 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. Presentation at the Social Psychology Days Conference, Helsinki, Finland.
• Zander, L., & Niemann, T. (2021, April).  Facets of social and academic integration among male and female university first year STEM students and prospective STEM teachers. Presentation at the Social Psychology Days Conference, Helsinki, Finland.
• Zander, L. (2021). “I better not ask…”. A Gendered and Contextual Perspective on Academic Help-Seeking and Collaboration in (Higher) Education. Presentation at the Department of Educational Psychology and Motivation, University of Hamburg, Hamburg, Germany.

2020

• Höhne, E., & Zander, L. (2020, July). „Why I don’t belong here…”: Sources of male and female students’ belonging uncertainty in the computer sciences. Presentation at the 5^th Biennial Network Gender & STEM Conference, Sydney, Australia. [Conference cancelled due to Sars-CoV-2].
• Höhne, E., & Zander, L. (2020, June/July). A question of social and academic fit: Sources of belonging uncertainty. Presentation at the 19^th General Meeting of the European Association of Social Psychology (EASP), Krakow, Poland. [Conference cancelled due to Sars-CoV-2].
• Stang, J., König, S., Heibel, T., Höhne, E., Hannover, B., Zander, L., & McElvany, N. (2020, April). Implicit attitudes of elementary school students towards people with a migration background. Presentation at the Annual Meeting of the American Educational Research Association (AERA), San Francisco, CA, USA. [Conference cancelled due to Sars-CoV-2].
• Zander, L., Henke, T., Steglich, C., & Baumert, J. (2020, March). Academic peer networks in schools with two-way immersion and schools with monolingual teaching practice. Presentation at the 8th Congress of the Society for Empirical Educational Research (GEBF), Potsdam, Germany. [Conference cancelled due to Sars-CoV-2].
• Zander, L., & Henke, T. (2020, March). Academic peer networks in schools with two-way immersion and schools with monolingual teaching practice. Presentation at the 8th Congress of the Society for Empirical Educational Research (GEBF), Potsdam, Germany. [Conference cancelled due to Sars-CoV-2].
• Höhne, E., & Zander, L. (2020, March). What does it take to (not) belong? Quellen der Unsicherheit über die Zugehörigkeit zum Studienfach Informatik. [What does it take to (not) belong? Sources of belonging uncertainty in the subject of computer science]. Presentation at the 8th Congress of the Society for Empirical Educational Research (GEBF), Potsdam, Germany. [Conference cancelled due to Sars-CoV-2].
• König, S., Stang, J., Heibel, T., Höhne, E., Hannover, B., Zander, L., & McElvany, N. (2020, March). Effekte und Moderatoren von Stereotype threat in Wortschatz-Lernsituationen bei türkischstämmigen Grundschülerinnen und Grundschülern [Effects and moderators of stereotype threat in vocabulary learning situations among Turkish-origin elementary school students]. Presentation at the 8th Congress of the Society for Empirical Educational Research (GEBF), Potsdam, Germany. [Conference cancelled due to Sars-CoV-2].
• Zander, L. (2020, January). Die Bedeutung der Peergruppe in heterogenen Lernkontexten. [The role of peer groups in heterogenous learning environments]. Presentation at the German Centre for Higher Education Reserach and Science Studies.

2019

• Höhne, E., & Zander, L. (2019, October). Do I belong? Sources of belonging uncertainty and its motivational role in computer science students’ career decisions. Presentation at the 39^th Motivation Psychology Colloquium (MPK), Berlin, Germany.
• Steglich, C., Zander, L., Henke, T., & Baumert, J. (2019, October). Holding micro-level network mechanisms accountable for observed macro-level group segregation. The case of language-delineated student groups in bilingual education. Presentation at the 4^th European Conference on Social Networks, Zurich, Switzerland.
• König, S., Stang, J., Höhne, E., Hannover, B., Zander, L., & McElvany, N. (2019, September). Implizite Einstellungen und Stereotype von Grundschulkindern zu Menschen mit türkischem Migrationshintergrund [Implicit attitudes and stereotypes of elementary school children towards people with a Turkish migration background]. Presentation at the 84^th Conference of the Working Group for Empirical Pedagogical Research (AEPF), Münster, Germany.
• Zander, L., & Höhne, E. (2019, June). Ursachen des Studienabbruchs im ersten Informatik-Semester: Ergebnisse einer empirischen Studie zur Verringerung der Abbruchsintention [Causes of dropout among first-semester students in the computer sciences: Results of an empirical study for the reduction of drop-out intentions]. Invited talk at the Department of Mathematics and Computer Science, Free University Berlin, Berlin, Germany.
• Zander, L. (2019, April). Me, Us and the Others: The importance of peer group in heterogeneous educational contexts. Keynote speech at the CIDER International Conference of the Leibniz Education Research Network Alliance (LERN), Berlin, Germany.
• Henke, T., Zander, L., & Spörer, N. (2019, February). Gleichgeschlechtliche und gegengeschlechtliche Freundschaftsbeziehungen in inklusiven Grundschulklassen [Same-sex and opposite-sex friendships in inclusive elementary school classes]. Presentation at the 7^th Congress of the Society for Empirical Educational Research (GEBF), Cologne, Germany.
• Höhne, E., Pohl, S., & Zander, L. (2019, February). Soziale Zugehörigkeit, fachlicher Hilfeaustausch unter Peers und Persistenz im Studium: Pilotierung einer Intervention in der Informatik [Social belonging, exchange of academic help between peers, and persistence in college: Pilot run of an intervention in the computer science]. Presentation at the 7^th Congress of the Society for Empirical Educational Research (GEBF), Cologne, Germany.
• Zander, L., Kreutzmann, M., Henke, T., Steglich, C., Hannover, B., & Baumert, J. (2019, February). Inklusion in sprachlich heterogene Peernetzwerke und ihre Zusammenhänge mit erlebter sozialer Zugehörigkeit [Inclusion in linguistically heterogeneous peer networks and their relation with experienced social belonging]. Presentation at the 7^th Congress of the Society for Empirical Educational Research (GEBF), Cologne, Germany.

2018

• 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 [Becoming us. A scientifically evaluated project to promote the social integration of refugee children through peer tandems in elementary-school]. Presentation at the 51^st Congress of the German Society for Psychology (DGPs), Frankfurt on the Main, Germany.
• Hannover, B., Gubernath, J., Schultze, M., & Zander, L. (2018, September). Zusammenhänge zwischen ambivalentem Sexismus, Religiosität und religiösem Fundamentalismus bei Angehörigen verschiedener Religionsgemeinschaften [Associations between ambivalent sexism, religiosity and religious fundamentalism among members of different religious communities]. Presentation at the 51^st Congress of the German Society for Psychology (DGPs), Frankfurt on the Main, Germany.
• Höhne, E., & Zander, L. (2018, September). Soziale Zugehörigkeit als Prädiktor der Studienabbruchintention in der Informatik – eine Längsschnittanalyse zum Studienbeginn [Social belonging as predictor of dropout intentions in the computer sciences – A longitudinal analysis among first-year students]. Presentation at the 51^st Congress of the German Society for Psychology (DGPs), Frankfurt on the Main, Germany.
• Zander, L., & Höhne, E. (2018, June). Die Bedeutung von Peers in heterogenen schulischen und universitären Bildungskontexten [The importance of peers in heterogeneous scholastic and university-related educational contexts]. Invited talk at the Department of Psychology, Leibniz Universität Hannover, Hannover, Germany.    

2017

• Harks, M., Zander, L., & Hannover, B. (2017, September). Judging students' peer-networks in class: A new facet of teacher diagnostic competence? Presentation at the 17^th Conference of the European Association for Research on Learning and Instruction (EARLI), Tampere, Finland.
• Sander, A., Ohle, A., Zander, L., Hannover, B., & McElvany, N. (2017, September). How stereotypes effect vocabulary acquisition of students with and without immigrant background. Presentation at the 17^th Conference of the European Association for Research on Learning and Instruction (EARLI), Tampere, Finland
• Steglich, C., Zander, L., & Hannover, B. (2017, September). Social ties and the academic self. A multilevel network study. Presentation at the 3^rd European Conference on Social Networks (EUSN), Mainz, Germany. 
• Zander, L., Trölenberg, L., Kreutzmann, M., Dibow, S., & Hannover, B. (2017, September). Ein wissenschaftlich begleitetes Projekt zur Förderung der sozialen und identifikatorischen Integration geflüchteter Kinder durch Peer-Tandems in der Grundschule [A scientifically evaluated project to promote the social and identificatory integration of resorted children through peer tandems in elementary schools]. Presentation at the 16^th Professional Group Conference Pedagogical Psychology (PaePsy) of the German Society for Psychology (DGPs), Münster, Germany.
• Zander, L., Kreutzmann, M., Webster, G., & Hannover, B. (2017, July). How social networks mediate the effect of a dance intervention on students’ sense of belonging. Presentation at the 18^th General Meeting of the European Association of Social Psychology (EASP), Granada, Spain.
• Hannover, B., Zander, L., & Prüter, V. (2017, March). Ambivalenter Sexismus gegenüber Mädchen und Religiosität bei Jugendlichen mit und ohne Zuwanderungshintergrund [Ambivalent sexism towards girls and religiosity of adolescents with and without migration background]. Presentation at the 5^th Conference of the Society for Empirical Educational Research (GEBF), Heidelberg, Germany.
• Sander, A., Ohle, A., Zander, L., Hannover, B., & McElvany, N. (2017, March). Stereotype und Wortschatz – Wie Grundschulkinder mit und ohne Migrationshintergrund von Stereotypen beim Wortschatzerwerb beeinflusst werden [Stereotypes and vocabulary – How vocabulary acquisition is influenced by stereotypes among elementary-school children with and without migration background]. Presentation at the 5^th Conference of the Society for Empirical Educational Research (GEBF), Heidelberg, Germany.

2016

• Wolter, I., Zander, L., Hannover, B., & Artelt, C. (2016, September). Selbstüberschätzung als Prädiktor des Mathematik-Interesses von leistungsschwächeren Schülerinnen und Schülern [The overestimation of own competences as a predictor of low-achieving students‘ interest in mathematics]. Presentation at the 50^th Congress of the German Society for Psychology (DGPs), Leipzig, Germany.
• Zander, L., Chen, I., & Hannover, B. (September, 2016). Beyond Homophily: Die Bedeutung der Selbstwirksamkeit für mathematikbezogene Hilfenetzwerke außerhalb von Freundschaftscliquen [Beyond homophily: The role of self-efficacy for creating mathematics-related helping-networks beyond friendship cliques]. Presentation at the 50^th Congress of the German Society for Psychology (DGPs), Leipzig, Germany.    
• Zander, L. (2016, July). Motivierend Unterrichten: Unterrichtliche Lehr-Lernprozesse, Motivation und Fachwahl in der Sekundarstufe I – Kommentar zum Vortrag Rebecca Lazarides [Teaching to motivate: Instructional processes of teaching-and learning-, motivation and subject choice in secondary education I – Commentary to the lecture of Rebecca Lazarides]. Lunchtime Seminar of the Berlin Interdisciplinary Education Research Network (BIEN) at the German Institute for Economic Research, Berlin, Germany.
• Zander, L., Steglich, C., Hannover, B., & Baumert, J. (2016, July). Social integration in peer networks: A comparison of monolingual elementary schools and bilingual State Europe Schools in Berlin. Presentation at the International Scientific Gathering on Cultural Diversity, Migration, and Education, Potsdam, Germany.
• Kreutzmann, M., Zander, L., Degner, J. & Hannover, B. (2016, March). Fehler fürchten, und doch daraus lernen!? Überlegungen zu einem kulturspezifischen Verständnis der Bedeutung von Fehlern beim Lernen [Fear of making mistakes and yet learning from them? Considerations regarding a culture-specific understanding of the relevance of mistakes towards mearning]. Presentation at the 4^th Congress of the Society for Empirical Educational Research (GEBF), Berlin, Germany.
• Steglich, C., Zander, L., & Hannover, B. (2016, March). Soziale Genese von Selbstkonzepten im Klassenzimmer – ein netzwerkanalytisches Modell [Social genesis of self-concepts in the classroom - a network analytic model]. Presentation at the 4^th Congress of the Society for Empirical Educational Research (GEBF), Berlin, Germany.

2015

• Kreutzmann, M., Zander, L., & Hannover, B. (2015, September). Wirkung schulischer Tanzprojekte auf soziale Netzwerke von Kindern und Jugendlichen [Effect of school-based dancing-projects on social networks of children and adolescents]. Presentation at the 15^th Professional Group Conference Pedagogical Psychology (PaePsy) of the German Society for Psychology (DGPs), Kassel, Germany.
• Wolter, I., Zander, L., Latsch, M., & Hannover, B. (2015, September). Qualified for Teaching Physics? Stereotype Kompetenzwahrnehmungen von männlichen und weiblichen Lehrpersonen im Fach Physik unter Berücksichtigung des Migrationshintergrunds [Qualified for teaching physics? Stereotypical perception of competences of male and female teachers in Physics accounting for their migration background]. Presentation at the 15^th Professional Group Conference Pedagogical Psychology (PaePsy) of the German Society for Psychology (DGPs), Kassel, Germany.
• Zander, L., & Degner, J. (2015, September). Carving out the Invisible: Visualisierung von Kompetenzstereotypen gegenüber Lehrpersonen in Physik und Deutsch [Carving out the Invisible: Visualisation of competence stereotypes towards physics and german teachers]. Presentation at the 15^th Professional Group Conference Pedagogical Psychology (PaePsy) of the German Society for Psychology (DGPs), Kassel, Germany.   
• Steglich, C., Zander, L., & Hannover, B. (2015, June). Multilevel Network Model of the Social Self. Presentation at the 35^th International Sunbelt Social Network Conference (INSNA), Brighton, Great Britain.
• Zander, L. (2015, March). Soziale Netzwerke im Klassenzimmer: Einführung und empirische Befunde eigener Arbeiten [Social networks in the classroom: Introduction and empirical results of the own research]. Invited Lecture, Work Unit Psychology for Educators, Institute for Psychology, Christian-Albrecht University of Kiel, Kiel, Germany.
• Zander, L., Wolter, I., & Kreutzmann, M. (2015, March). Soziale Peerbeziehungen als Determinanten des konstruktiven Umgangs mit Fehlern im Unterricht [Social peer-relations as determinants of constructive handling of mistakes in class]. Presentation at the 3^rd Congress of the Society for Empirical Educational Research (GEBF), Bochum, Germany.

2014

• Zander, L. (2014, September). Soziale Peer-Netzwerke als Quelle von Selbstwirksamkeitsüberzeugungen [Social peer-networks as source of self-efficacy-convictions]. Presentation at the 49^th Congress of the German Society for Psychology (DGPs), Bochum, Germany.
• Zander, L. (2014, July). Looking over self’s shoulder: How social networks shape self–efficacy beliefs. Presentation at the 17^th General Meeting of the European Association of Social Psychology (EASP), Amsterdam, Netherlands.
• Wolter, I., & Zander, L. (2014, July). Still teaching the role? How preschool teachers' gender role attitudes shape children's gender role self–concept. Presentation at the 2^nd Biennial Network Gender & STEM Conference, Berlin, Germany.
• Zander, L., Latsch, M., Eskine, K., & Hannover, B. (2014, July). Qualified for Teaching Physics? How prospective teachers perceive teachers with migration background – and how it’s really about “him” or “her”. Presentation at the 2^nd Biennial Network the Gender & STEM Conference, Berlin, Germany.

2013

• Kreutzmann, M., & Zander, L. (2013, September). Die Bedeutung von Kooperationsnetzwerken für den Umgang mit Fehlern im Klassenkontext [The importance of collaboration networks for handling of mistakes in classroom contexts]. Presentation at the 14^th Professional Group Conference Pedagogical Psychology (PaePsy) of the German Society for Psychology (DGPs), Hildesheim, Germany.
• Lilla, N., Hannover, B., & Zander, L. (2013, September). Die Sprachgebundenheit domänenspezifischer Selbstwertaspekte. Ein Vergleich von bilingualen Jugendlichen mit kontextabhängigem oder kontextübergreifenden gleichem Sprachgebrauch [Linguistic ligation of domain-specific self-worth. a comparison between bilingual adolescents with contextual and transcontextual same linguistic usage]. Presentation on the 14^th Professional Group Conference Pedagogical Psychology (PaePsy) of the German Society for Psychology (DGPs), Hildesheim, Germany.
• Zander, L. (2013, September). Soziale Netzwerke und selbstbezogene Kognitionen im pädagogischen Kontext: Empirische Befunde und Desiderata [Social networks and self-related cognitions in educational contexts: Empirical results and desiderata]. Positional Presentation on the 14^th Professional Group Conference Pedagogical Psychology (PaePsy) of the German Society for Psychology (DGPs), Hildesheim, Germany.
• Becker, J., Troschke, H., Zander, L., & Hannover, B. (2013, March). „You Can Change Your Life in a Dance Class” (Royston Maldoom). Wie die Teilnahme an einem Tanzprojekt Schülerinnen und Schüler aus der Sicht ihrer Klassenlehrer/innen verändert hat. Eine Interviewstudie [“You Can Change Your Life in a Dance Class” (Royston Maldoom). How participation in a dancing project changed students through the eyes of their teacher. An interview study]. Presentation on the 1^st Congress of the Society for Empirical Educational Research (GEBF), Kiel, Germany.
• Latsch, M., & Zander, L. (2013, March). Die Rolle von kultureller Herkunft und Geschlechtszugehörigkeit für die Einschätzung der Fachkompetenz von Lehrkräften [The role of cultural origin and gender for the assessment of teachers’ professional competence of teachers]. Presentation on the 1^st Congress of the Society for Empirical Educational Research (GEBF), Kiel, Germany.
• Lilla, N., Zander L., & Hannover, B. (2013, March). Gewählt oder nicht gewählt? Determinanten von Kollaborations– und Freundschaftswahlen in Klassennetzwerken [In or out? Determinants of collaboration and friendship choices in classroom networks]. Presentation on the 1^st Congress of the Society for Empirical Educational Research (GEBF), Kiel, Germany.
• Schorlemmer, J., Zander, L., Kreutzmann, M., & Hannover, B. (2013, March). Berufswünsche von Kindern und Jugendlichen: Welche Rolle spielen Passung nach Geschlechtstypizität und Sozialstatus? [Career aspirations of children and adolescents: Which role do matching of gender typicality and social status play?] Presentation on the 1^st Congress of the Society for Empirical Educational Research (GEBF), Kiel, Germany.
• Wolfgramm, C., Zander, L., & Hannover, B. (2013, March). Warum es für Jugendliche mit Migrationshintergrund hilfreich ist, sich mit der Aufnahmekultur zu identifizieren: Weniger Furcht vor Zurückweisung und mehr einheimische Freunde [Why it is helpful for adolescents with migration background to identify with the host culture: Less fear of rejection and more native friends]. Presentation on the 1^st Congress of the Society for Empirical Educational Research (GEBF), Kiel, Germany.
• Zander, L. (2013, March). Das soziale Netzwerk der Selbstwirksamkeit [The social network of self-efficacy]. Presentation at the 1^st Congress of the Society for Empirical Educational Research (GEBF), Kiel, Germany.

2012

• Becker, J., Zander, L., & Hannover, B. (2012, September). Sichtstrukturen im schulischen Tanzunterricht. Ergebnisse einer Videostudie [Structures of student activities in school-based Dancing Classes. Results of a Video Study]. Presentation on the 78^th Conference of the Workgroup for Empirical Pedagogical Research (AEPF), Bielefeld, Germany.
• Zander, L., & Kreutzmann, M. (2012, September). Gut vernetzt aus Fehlern lernen! – Die Bedeutung von Freundschafts– und Hilfenetzwerken für den Umgang mit Fehlern in Lernsituationen [Learning from mistakes well connected! – The significance of friendship and helping networks for the handling of mistakes in learning situations]. Presentation at the 48^th Congress of the German Society for Psychology (DGPs), Bielefeld, Germany.
• Zander, L., & Wolter, I. (2012, September). In Mädchenklassen möcht‘ ich in Deutsch besser sein! – Der kontextabhängige Zusammenhang von subjektiver Bedeutsamkeit der Geschlechtszugehörigkeit und domänenspezifischen Aspirationen [I want excel in German in girls classes! – Context dependency of the association between gender centrality and domain-specific aspirations]. Presentation at the 48^th Congress of the German Society for Psychology (DGPs), Bielefeld, Germany.
• Becker, J., Zander, L., & Hannover, B. (2012, March). Sichtstrukturen im Tanzunterricht [Structures of student activities in dancing classes]. Presentation at the Conference “Video-Based Competence Research in Teaching Methodologies”, Siegen, Germany.

2011

• Kreutzmann, M., & Zander–Mušić, L. (2011, September). Come on Girls! Let’s Make Mistakes! Akademische Selbstwirksamkeit und ihr Zusammenhang mit Angst vor Fehlern bei Jungen und Mädchen [Come on girls! let’s make mistakes! academic self-efficacy and associations with fear of making mistakes of boys and girls]. Presentation at the 13^th Professional Group Conference Pedagogical Psychology (PaePsy) of the German Society for Psychology (DGPs), Erfurt, Germany.
• Zander–Mušić, L., & Hannover, B. (2011, September). Erste Validierungen eines deutschsprachigen Messinstruments zur Erfassung Ethnischer Identität [First validations of a German-speaking measuring instrument for the assessment of ethnic identity]. Presentation at the 13^th P Professional Group Conference Pedagogical Psychology (PaePsy) of the German Society for Psychology (DGPs), Erfurt, Germany.
• Zander–Mušić, L., Hannover, B., & Wolter, I. (2011, September). Spontane Selbstbeschreibungen und stereotype Leistungseinschätzungen in der Mathematik von Mädchen und Adoleszenten mit Migrationshintergrund [Spontaneous self-descriptions and stereotypical competence evaluations of girls and adolescents with migration background in Mathematics]. Presentation at the 13^th Professional Group Conference Social Psychology (FGSP) of the German Society for Psychology (DGPs), Hamburg, Germany.
• Wolter, I., Zander–Mušić, L., & Hannover, B. (2011, September). „Wir dürfen beim Spielen nicht mit anderen kämpfen.“ – Kindliche Geschlechtsrollen–Selbstkonzepte und deren Beeinflussung durch Verhalten und Einstellungen der Eltern [“We must not fight with others while playing.“ Gender roles of children – Self-concepts and how they are influenced by behaviour and attitude of parents]. Presentation at the 13^th Professional Group Conference Social Psychology (FGSP) of the German Society for Psychology (DGPs), Hamburg, Germany.

2010 and earlier

• Januszewski, K., Zander–Mušić, L., & Hannover, B. (2010, September). Zum Zusammenhang von ethnischer Identität, other–group–Orientierung und schulischer Leistung [On the associations between ethnicidentity, other-group-identity and academic performance]. Presentation at the 47^th Congress of the German Society for Psychology (DGPs), Bremen, Germany.
• Zander–Mušić, L. (2010, September). Intra– und Intergruppenvergleiche bei Fähigkeitseinschätzungen von Adoleszenten mit und ohne Migrationshintergrund [Intra- and Intergroup-Comparisons of competence evaluations among Adolescents with and without Migration Background]. Presentation at the 47^th Congress of the German Society for Psychology (DGPs), Bremen, Germany.
• Zander–Mušić, L., & Hannover, B. (2008, July). With a little help from my friends: mutual academic help networks and achievement of minority and majority adolescents. Presentation at the 29^th International Congress of Psychology (ICP), Berlin, Germany.
• Zander–Mušić, L., Wolfgramm, C., Rau. M., & Neuhaus J. (2008, April). Migration and education – Individual integration efforts and societal requirements for integration of students with immigrant background in Germany and Switzerland. Presentation at the Conference „Migration and Integration as a process – Exploring diversity and adaption“ of the Volkswagen-Stiftung Study groups on Migration and Integration, Bochum, Germany.
• Neuhaus, J., Zander–Mušić, L. & Rau, M. (2007, February). Individuelle Integrationsbemühungen und gesellschaftliche Integrationsvoraussetzungen von ausländischen Jugendlichen in Germany und der Schweiz. Aktueller Stand des Projekts und Kooperationsmöglichkeiten [Individual Integration Efforts and social Integration Requirements of foreign adolescents in Germany and Switzerland. Actual State of the Project and Cooperation Opportunities]. Presentation at the Conference “Migration, Integration and the Impact of Education“ of the VolkswagenStiftung Study Groups on Migration and Integration, Hamburg, Germany.
• Zander–Mušić, L. (2008, March). Einfluss der Klassenzusammensetzung und des Klassenklimas auf den Bildungserfolg von Jugendlichen mit und ohne Migrationshintergrund [Influence of Classroom Composition and -Climate on educational Success of Adolescents with and without Migration Background]. Presentation at the 21^st Congress of the German Association for Educational Science (DGfE), Dresden, Germany.
• Zander–Mušić, L. (2006, March). Let there be chicanery. Use of the Gricean maxims for enhancing ideational creativity in the idea generation phase of problem solving. Presentation at the 1^st International Spring Break Meeting of the Friends of Group Research, Brooklyn, NY, USA.

• Traulsen, S., & Zander, L. (2023, August). Instructors‘ body postures and their influence on perceived teacher enthusiasm and students’ interest. Poster Presentation at the 20^th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Thessaloniki, Greece.
• Höhne, E., Albrecht, E., & Zander, L. (2023, July). Teacher encouragement as a means to mitigate stereotype threat effects among Turkish immigrant students? 19^th General Meeting of the European Association of Social Psychology (EASP), Krakow, Poland.
• 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.   
• Traulsen, S., & Zander, L. (2022, March). Körperhaltung einer Lehrperson in einem Videotutorial als Prädiktor von Interesse, Motivation und wahrgenommenem Enthusiasmus der Rezipient*innen [Posture of a teacher in a video tutorial as a predictor of interest, motivation and perceived enthusiasm of the recipients]. Poster Presentation at the 9^th Congress of the Society for Empirical Educational Research (GEBF), Bamberg, Germany.  
• 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. Poster Presentation at the 13^th Annual Meeting of the Society for the Science of Motivation (SSM), virtual.
• Höhne, E., & Zander, L. (2019, July). The Role of Belonging Uncertainty in the „Leaky Pipeline“ of Women in STEM. Poster Presentation at the 5^th Dortmund Symposium on Empirical Educational Research, Dortmund, Germany.
• Kreutzmann, M., & Zander, L. (2017, September). Fehlerhilfsnetzwerke im Klassenzimmer. Wen fragen Schüler/innen in Fehlersituationen um Hilfe und warum? [Whom do pupils ask for help when making mistakes in the classroom and why?]. Poster Presentation at the 16^th Professional Group Conference Pedagogical Psychology (paEpsy) of the German Society for Psychology (DGPs), Münster, Germany.
• Henke, T., & Zander, L. (2016, September). Wir müssen uns doch um ihn kümmern! Die hervorgehobene Rolle von Mädchen bei der Inklusion von Jungen mit sonderpädagogischem Förderbedarf [But we have to care for him! The role of girls for the social inclusion of boys with special educational needs]. Poster Presentation at the 50^th Congress of the German Society for Psychology (DGPs), Leipzig, Germany.
• Kreutzmann, M., Zander, L., Webster, G. D., & Hannover, B. (2016, September). Tanz macht Schule. Peer-Netzwerke mediieren den Effekt einer schulbegleitenden Tanzintervention auf das Zugehörigkeitsgefühl zur Schulklasse [Dancing becomes the thing]. Peer networks mediate the effect of a school-associated dancing-intervention on the feeling of affiliation to the class]. Poster Presentation at the 50^th Congress of the German Society for Psychology (DGPs), Leipzig, Germany.
• Harks, M., Zander, L., Trölenberg, L., & Hannover, B. (2016, March). Wie Selbstwert und Fähigkeitsselbstkonzept schulische Hilfe- und Freundschaftsnetzwerke beeinflussen – eine Pilotstudie [How self-worth and ability self-concept influence academic help and friendship networks – a pilot study]. Poster Presentation at the 4^th Conference of the Society for Empirical Educational Research (GEBF), Berlin, Germany.
• Schmidt-Daffy, M., Zander, L., Sander, A., McElvany, N., & Hannover, B. (2016, March). Kompetenzbezogene Metastereotypen deutscher und türkischer Jugendlicher im Vergleich [Competence-related meta-stereotypes of German and Turkish adolescents]. Poster Presentation at the 4^th Conference of the Society for Empirical Educational Research (GEBF), Berlin, Germany.
• Sander, A., Kigel, R.M., Ohle, A., Zander, L., Hannover, B., & McElvany, N. (2015, August). Language acquisition of students with immigrant backgrounds and the role of stereotype threat. Poster Presentation at the 16^th Conference of the European Association for Research on Learning and Instruction (EARLI), Limassol, Cyprus.
• Lilla, N., Gabriel, U., Zander, L., & Hannover, B. (2013, June). Bilingual immigrant students’ language–dependent accessibility of self–knowledge. Poster Presentation at the final Conference of the Marie Curie Initial Training Network on Language, Cognition and Gender, Bern, Switzerland.
• Zander, L. (2013, January). “I think I can! … if they ask me.”: The social network of self–efficacy. Poster Presentation at the 14^th Annual Meeting of the Society for Personality and Social Psychology (SPSP), New Orleans, LA, USA.
• Becker, J., Zander, L., & Hannover, B. (2012, September). Videobasierte Unterrichtsforschung – Ein Instrument zur Beschreibung von Sichtstrukturen im musisch–kreativen Projektunterricht [Video-based classroom research – an instrument to describe student-centered activities in school-based creative projects]. Poster Presentation at the 48^th Congress of the German Society for Psychology (DGPs), Bielefeld, Germany.
• Kreutzmann, M., & Zander, L. (2012, September). „Versuch macht kluch!“ – Erste Validierungshinweise eines Messinstruments zur Erfassung des Umgangs mit Fehlern [First evidence of the validity of a measure to assess handling of mistakes in the classroom. ]. Poster Presentation at the 48^th Congress of the German Society for Psychology (DGPs), Bielefeld, Germany.
• Zander, L., & Latsch, M. (2012, September). Wenn ich denke, dass du faul bist, weil ihr nicht wir seid – Selbst–und Fremdstereotypisierung von Schülerinnen und Schülern verschiedener Migrantengruppen bezüglich schulrelevanter Attribute durch Mitschüler/innen und Lehrkräfte [When I think you’re lazy because you’re not one of us – competence-related self- and other-stereotyping of immigrant students by classmates and teachers]. Poster Presentation at the 48^th Congress of the German Society for Psychology (DGPs), Bielefeld, Germany.
• Zander–Mušić, L. (2011, July). Availability of academic help among classmates – does having a migration background matter? Poster Presentation at the 16^th General Meeting of the European Association of Experimental Social Psychology (EAESP), Stockholm, Sweden.
• Zander–Mušić, L., & Kreutzmann, M. (2011, July). My net is my castle! – How the strength of individual networks relates to perceived self–efficacy and the handling of mistakes. Poster Presentation at the Self & Identity Pre–Conference of the 16^th General Meeting of the European Association of Social Psychology (EASP), Stockholm, Sweden.
• Kreutzmann, M., Zander–Mušić, L., Cadeau, R., Becker, J., & Hannover, B. (2010, September). Zur Bedeutung eines positiven Umgangs mit Fehlern für die akademische Selbstwirksamkeit von Mädchen und Jungen in der Grundschule [ Constructively handling mistakes s predictor of academic self-efficacy among male and female elementary students]. Poster Presentation at the 47^th Congress of the German Society for Psychology (DGPs), Bremen, Germany.
• Zander– Mušić, L., Hannover, B., & Webster, G. D. (2010, June). Seize the mate – How migration background impacts the perception and availability of classmates as source for academic help. Poster-Presentation on the 15^th Sunbelt Social Networks Conference, Trento, Italy.
• Kreutzmann, M., Zander–Mušić, L., Rau, M., & B. Hannover (2009, September). Akkulturation macht Schule. Akkulturationsstrategien als Prädiktoren von schulischem Erfolg [Acculturation strategies as a predictor of academic success]. Poster Presentation at the 12^th Professional Group Conference Social Psychology (FGSP) of the German Society for Psychology (DGPs), Luxembourg City, Luxembourg.
• Zander–Mušić, L., Webster, G. D., & Hannover, B. (2009, February). Mutual academic help networks and academic achievement of immigrant and non–immigrant adolescents. Poster Presentation at the Annual Meeting of the Society for Personality and Social Psychology (SPSP), Tampa, FL, USA.
• Zander–Mušić, L., & Hannover, B. (2008, June). Classroom peer networks of immigrant students in Germany. Poster Presentation at the 15^th General Meeting of the European Association of Social Psychology (EASP), Opatija, Croatia.
• Zander– Mušić, L. (2007, October). How classroom composition affects the networking behavior and academic achievement of male and female immigrant students. Poster Presentation at the 'International Fall School on Migration', Luckenwalde, Germany.
• Zander, L., Degner, J., & Brauner, E. (2003, September). Der Einfluss von Geschlechterstereotypen auf die Bildung von Transactive Memory [The influence of gender stereotypes on the formation of transactive memory]. Poster Presentation at the 9^th Professional Group Conference Social Psychology (FGSP) of the German Society for Psychology (DGPs), Heidelberg, Germany.
• Wittig, M.A., Rabinowitz, J., Braun, M. v., Franke, R., & Zander–Mušić, L. (2003, May). Integrating dominance and acculturation perspectives: Avenues to reducing prejudice among adolescents. Poster Presentation at the Annual Meeting of the Western Psychological Association, Vancouver, BC, Canada.