Zeeb, H., & Voss, T. (2024). Fostering preservice teachers’ research-related beliefs and motivation with growth mindset and utility value interventions. Motivation Science. https://doi.org/10.1037/mot0000352
Zeeb, H., Bürgermeister, A., Saalbach, H., Renkl, A., & Glogger-Frey, I. (2024). Effects of a digital support tool on student teachers’ knowledge about, assessment of, and feedback on self-regulated learning. Unterrichtswissenschaft, 52(1), 93–115. https://doi.org/10.1007/s42010-023-00184-z
Zeeb, H., Ibach, A., Voss, T., & Renkl, A. (2023). How does teachers’ noticing of students’ fixed mindsets relate to teachers’ knowledge, beliefs, and experience? An exploratory study. Teaching and Teacher Education, 130, 104170. https://doi.org/10.1016/j.tate.2023.104170
Zeeb, H., Hunecke, J., & Voss, T. (2022). Teachers’ dysfunctional feedback to students from immigrant and non-immigrant backgrounds: A pilot study. Social Psychology of Education, 25(6), 1273–1306. https://doi.org/10.1007/s11218-022-09725-3
Prinz, A.*, Zeeb H.*, Flanigan, A. E., Renkl, A., & Kiewra, K. A. (2021). Conversations with five highly successful female educational psychologists: Patricia Alexander, Carol Dweck, Jacquelynne Eccles, Mareike Kunter, and Tamara van Gog. Educational Psychology Review, 33(2), 763-795 [*first authors]. https://doi.org/10.1007/s10648-020-09552-y
Zeeb, H., Ostertag, J., & Renkl, A. (2020). Towards a growth mindset culture in the classroom: Implementation of a lesson-integrated mindset training. Education Research International, Article 8067619. https://doi.org/10.1155/2020/8067619
Voss, T., Zeeb, H., Dehmel, A. & Fauth, B. (2020). Forschungsmethoden in der Lehrerinnen- und Lehrerbildung. In C. Cramer, J. König, M. Rothland & S. Blömeke (Hrsg.), Handbuch Lehrerinnen- und Lehrerbildung (S. 667–672). Klinkhardt. https://doi.org/10.35468/hblb2020-080
Zeeb, H., Spitzmesser, E., Röddiger, A., Leuders, T., & Renkl, A. (2020). Using relevance instructions to support the integration of teacher knowledge. In T. Lehmann (Ed.), International perspectives on knowledge integration: Theory, research, and good practice in pre-service teacher and higher education (pp. 201–229). Brill Sense. https://doi.org/10.1163/9789004429499_010
Zeeb, H., Biwer, F., Brunner, G., Leuders, T., & Renkl, A. (2019). Make it relevant! How prior instructions foster the integration of teacher knowledge. Instructional Science, 47(6), 711–739. https://doi.org/10.1007/s11251-019-09497-y
Leuders, T., Nückles, M., Prinz, A., & Zeeb, H. (Hrsg.). (2019). Herausfordernde Situationen rund um den Lehrberuf – Fragen und Antworten. School of Education FACE. https://www.face-freiburg.de/forschung/promotionskolleg/curious-broschuere/
Zeeb, H., Leuders, T., Brunner, G., & Renkl, A. (2019). „Mathe? Musik? Das kann ich eh nicht!“ – Was denken Lernende über ihre Fähigkeiten und was bedeutet das für den Unterricht? School of Education FACE. https://www.face-freiburg.de/2020/studie-mathe-musik-das-kann-ich-eh-nicht/
Rieche, H., Leuders, T., & Renkl, A. (2019). If a student thinks, “I’m not a math person,” do preservice teachers notice? European Journal of Science and Mathematics Education, 7(1), 32–49. https://doi.org/10.30935/scimath/9532
Rieche, H., Fischer, A. K., Geißler, C., Eitel, A., Brunner, G., & Renkl, A. (2018). Wenn Schülerinnen und Schüler glauben, unmusikalisch zu sein: Erkennen angehende Musik-Lehrkräfte solche Überzeugungen? Beiträge Empirischer Musikpädagogik, 9, 1–23.
