PD Dr. Laura Froehlich

Peer-reviewed

Bick, N., Froehlich, L., Friehs, M.-T., Kotzur, P. F., & Landmann, H. (2025). Facets of social evaluation differentially predict intergroup bias toward occupational and migrant groups. Social Psychological and Personality Science, Article 19485506251399234. Advance online publication. https://doi.org/10.1177/19485506251399234

Clemens, V., Orifici, M. C., Froehlich, L., Glöckner, A., & Dorrough, A. R. (2025). Beyond ingroup favoritism: Investigating cross-national social preferences across 25 nations. PNAS Nexus, 4(11), Article pgaf343. https://doi.org/10.1093/pnasnexus/pgaf343

Schindler, S., Schuster, C., Olsson, M. I. T., Froehlich, L., Hübner, A.-K., Block, K., . . . Martiny, S. E. (2025). Policy as normative influence? On the relationship between parental leave policy and social norms in gender division of childcare across 48 countries. The British Journal of Social Psychology, 64(2), e12806. https://doi.org/10.1111/bjso.12806

Bick, N., Froehlich, L., Voltmer, J.-B., Raimann, J., Reich-Stiebert, N., Seidel, N., . . . Martin, A. (2024). Virtually isolated: social identity threat predicts social approach motivation via sense of belonging in computer-supported collaborative learning. Frontiers in Psychology, 15. https://doi.org/10.3389/fpsyg.2024.1346503

Besta, T., Jurek, P., Olech, M., Włodarczyk, A., Kosakowska-Berezecka, N., Bosson, J. K., Froehlich, L., . . . Żadkowska, M. (2024). Measuring collective action intention toward gender equality across cultures. European Journal of Psychological Assessment. Advance online publication. https://doi.org/10.1027/1015-5759/a000857

Landmann, H., Winter, K., Froehlich, L., Klocke, U., Hechler, S., Niesta Kayser, D., Knab, N., Hess, F.M., Bender, R., & Hellmann, J. (2024). Transfer between science and practice: Findings from the Network of Social Psychology on Forced Migration and Integration. Z'Flucht, 24(1), 1-14.https://doi.org/10.5771/2509-9485-2024-1-1

Froehlich, L., & Weydner-Volkmann, S. (2024). Adaptive interventions reducing social identity threat to increase equity in higher distance education. Journal of Learning Analytics, 1–12. https://doi.org/10.18608/jla.2024.8301

Thorsteinsen, K., Heijens, M., Parks-Stamm, E. J., Froehlich, L., & Martiny, S. E. (2024). The role of gender, stress, and social support in parents' pandemic well-being: A cross-national study. Family Relations. Advance online publication. https://doi.org/10.1111/fare.13018

Saxler, F. M., Dorrough, A. R., Froehlich, L., Block, K., Croft, A., Meeussen, L., . . . Martiny, S. E. (2024). Did descriptive and prescriptive norms about gender equality at home change during the COVID-19 pandemic? A cross-national investigation. Personality & Social Psychology Bulletin. Advance online publication. https://doi.org/10.1177/01461672231219719

Thoma, M., Froehlich, L., Hattesohl, D. B. R., Quante, S., Jason, L. A., & Scheibenbogen, C. (2024). Why the psychosomatic view on Myalgic Encephalomyelitis/Chronic Fatigue Syndrome is inconsistent with current evidence and harmful to patients. Medicina, 60(1), 83. https://doi.org/10.3390/medicina60010083

Voltmer, J.-B., Froehlich, L., Reich-Stiebert, N., Raimann, J., & Stürmer, S. (2024). Group cohesion and performance in Computer-Supported Collaborative Learning (CSCL): Using assessment analytics to understand the effects of multi-attributional diversity. In M. Sahin & D. Ifenthaler (Eds.), Assessment Analytics in Education – Designs, Methods and Solutions (pp. 113–132). Springer Cham. https://doi.org/10.1007/978-3-031-56365-2_19

Peo, L.-C., Wiehler, K., Paulick, J., Gerrer, K., Leone, A., Viereck, A., Haegele, M., Stojanov, S., Warlitz, C., Augustin, S., Alberer, M., Hattesohl, D. B. R., Froehlich, L., Scheibenbogen, C., Jason, L. A., Mihatsch, L. L., Pricoco, R., & Behrends, U. (2023). Pediatric and adult patients with ME/CFS following COVID-19: A structured approach to diagnosis using the Munich Berlin Symptom Questionnaire (MBSQ). European Journal of Pediatrics, 1–12. https://doi.org/10.1007/s00431-023-05351-z

Steiner, S., Fehrer, A., Hoheisel, F., Schoening, S., Aschenbrenner, A., Babel, N., Bellmann-Strobl, J., Finke, C., Fluge, Ø., Froehlich, L., Goebel, A., Grande, B., Haas, J.-P., Hohberger, B., Jason, L. A., Komaroff, A. L., Lacerda, E., Liebl, M., Maier, A., . . . Scheibenbogen, C. (2023). Understanding, diagnosing, and treating Myalgic Encephalomyelitis/Chronic Fatigue Syndrome - State of the art: Report of the 2nd international meeting at the Charité Fatigue Center. Autoimmunity Reviews, 103452. https://doi.org/10.1016/j.autrev.2023.103452

Froehlich, L., Niedrich, J., Hattesohl, D. B. R., Behrends, U., Kedor, C., Haas, J.-P., Stingl, M., & Scheibenbogen, C. (2023). Evaluation of a webinar to increase health professionals’ knowledge of Myalgic Encephalomyelitis/ Chronic Fatigue Syndrome (ME/CFS). Healthcare, 11(15), 2186. https://doi.org/10.3390/healthcare11152186

Froehlich, L., Bick, N., Nikitin, J., & Martiny, S. E. (2023). Social identity threat is related to ethnic minority adolescents’ social approach motivation towards classmates via reduced sense of belonging. Social Psychology of Education. Advance online publication. https://doi.org/10.1007/s11218-023-09800-3

Reich-Stiebert, N., Froehlich, L., & Voltmer, J.-B. (2023). Gendered mental labor: A systematic literature review on the cognitive dimension of unpaid work within the household and childcare. Sex Roles. Advance online publication. https://doi.org/10.1007/s11199-023-01362-0

Froehlich, L., Brokjøb, L. G., Nikitin, J., & Martiny, S. E. (2023). Integration or isolation: Social identity threat relates to immigrant students’ sense of belonging and social approach motivation in the academic context. Journal of Social Issues, 79(1), 264–290. https://doi.org/10.1111/josi.12548

Froehlich, L., Sassenberg, K., Jonkmann, K., Scheiter, K., & Stürmer, S. (2023). Student diversity and e‐exam acceptance in higher education. Journal of Computer Assisted Learning, 39(4), 1196–1210. https://doi.org/10.1111/jcal.12794

Kosakowska-Berezecka, N., Bosson, J. K., Jurek, P., Besta, T., […], Froehlich, L., […], & Żadkowska, M. (2022). Gendered self-views across 62 countries: A test of competing models. Social Psychological and Personality Science. Advance online publication. http://doi.org/10.1177/19485506221129687

Bick, N., Froehlich, L., Friehs, M.-T., Kotzur, P. F., & Landmann, H. (2022). Social evaluation at a distance – Facets of stereotype content about student groups in higher distance education. International Review of Social Psychology, 35(1), 12. http://doi.org/10.5334/irsp.686

Froehlich, L., Mok, S. Y., Martiny, S. E., & Deaux, K. (2022). Stereotype threat effects for Turkish-origin immigrants in Germany: Taking stock of cumulative research evidence. European Educational Research Journal, 21(2), 330-354. https://doi.org/10.1177/1474904118807539

Froehlich, L., Tsukamoto, S., Morinaga, Y., Sakata, K., Uchida, Y., Keller, M. M., Stürmer, S., Martiny, S. E., & Trommsdorff, G. (2022). Gender stereotypes and expected backlash for female STEM students in Germany and Japan. Frontiers in Education, 6. https://doi.org/10.3389/feduc.2021.793486

Dorrough, A. R., Froehlich, L., & Eriksson, K. (2022). Cooperation in the cross-national context. Current Opinion in Psychology, 44, 281–285. https://doi.org/10.1016/j.copsyc.2021.10.006

Froehlich, L., Hattesohl, D. B. R., Cotler, J., Jason, L. A., Scheibenbogen, C., & Behrends, U. (2022). Causal attributions and perceived stigma for Myalgic Encephalomyelitis/Chronic Fatigue Syndrome. Journal of Health Psychology, 27, 10, 2291-2304. https://doi.org/10.1177/13591053211027631

Froehlich, L., Hattesohl, D. B. R., Jason, L. A., Scheibenbogen, C., Behrends, U., & Thoma, M. (2021). Medical care situation of people with Myalgic Encephalomyelitis/ Chronic Fatigue Syndrome in Germany. Medicina, 57(7), 646. https://doi.org/10.3390/medicina57070646

Olsson, M. I. T., Froehlich, L., Dorrough, A. R., Glöckner, A., & Martiny, S. E. (2021). The hers and his of prosociality across 10 countries. British Journal of Social Psychology, 60(4), 1330-1349. https://doi.org/10.1111/bjso.12454

Bosson, J. K., Vandello, J. A., Jurek, P., Kosakowska-Berezecka, N., […], Froehlich, L., […], Zukauskiene, R. (2021). Psychometric properties and correlates of precarious manhood beliefs in 62 nations. Journal of Cross-Cultural Psychology, 52(3), 231-258. https://doi.org/10.1177/0022022121997997

Granderath, J. S., Martin, A., & Froehlich, L. (2021). The effect of participation in adult education on life satisfaction of immigrants and natives – a longitudinal analysis. Journal of Happiness Studies, 22, 3043-3067. https://doi.org/10.1007/s10902-020-00340-7

Mok, S. Y., Bakaç, C., & Froehlich, L. (2021). My family’s goals are also my goals – The relationship between collectivism, utility value, and learning and future career goals of international university students. International Journal for Educational and Vocational Guidance, 21, 355-378. https://doi.org/10.1007/s10775-020-09447-y

Froehlich, L., Dorrough, A. R., Glöckner, A., & Stürmer, S. (2021). Similarity predicts cross-national social preferences. Social Psychological and Personality Science, 12(8), 1486-1498. https://doi.org/10.1177/1948550620982704

Dorrough, A. R., Olsson, M. I. T., Froehlich, L., Glöckner, A., & Martiny, S. E. (2021). Does she compensate the victim while he punishes the perpetrator? No gender differences in anonymous economic games across 11 nations. Journal of Behavioral Decision Making, 34(2), 261-274. https://doi.org/10.1002/bdm.2208

Granderath, J. S., Martin, A., Froehlich, L., & Stürmer, S. (2021). Identification through education: Exploring the effects of adult education on national and ethnic identification of people with migration background in Germany. Journal of Community and Applied Social Psychology, 31(2), 198 - 212. https://doi.org/10.1002/casp.2482

Froehlich, L., Olsson, M. I. T., Dorrough, A. R., & Martiny, S. E. (2020). Gender at work across nations: Men and women working in male‐dominated and female‐dominated occupations are differentially associated with agency and communion. Journal of Social Issues, 76(3), 484-511. https://doi.org/10.1111/josi.12390

Kosakowska‐Berezecka, N., Besta, T., Bosson, J. K., Jurek, P., Vandello, J. A., Best, D. L.,[…], Froehlich, L., […], Žukauskienė, R. (2020). Country‐level and lndividual‐level predictors of men's support for gender equality in 42 countries. European Journal of Social Psychology, 50, 1276 - 1291. https://doi.org/10.1002/ejsp.2696

Martiny, S. E., Froehlich, L., Soltanpanah, J., & Haugen, M. S. (2020). Young immigrants in Norway: The role of national and ethnic identity in immigrants’ integration. Scandinavian Journal of Psychology, 62(2), 312-324. https://doi.org/10.1111/sjop.12594

Froehlich, L., Martiny, S. E., & Deaux, K. (2020). A longitudinal investigation of the ethnic and national identities of children with migration background in Germany. Social Psychology, 51(2), 91–105.https://doi.org/10.1027/1864-9335/a000403

Froehlich, L., & Schulte, I. (2019). Warmth and competence stereotypes about immigrant groups in Germany. PloS One, 14(9), e0223103. https://doi.org/10.1371/journal.pone.0223103

Stürmer, S., Rohmann, A., Froehlich, L., & van der Noll, J. (2019). Muslim immigration, critical events and the seeds of majority members’ support for radical responses: An interactionist perspective. Personality and Social Psychology Bulletin, 45(1), 133-145. https://doi.org/10.1177/01461672187809

Arpin, S.N.*, Froehlich, L.*, Lantian, A.*, Rudert, S.*, & Stelter, M.* (2017). When “we” or “they” exclude others: Attributing and evaluating ostracism observed in ingroups and outgroups. Comprehensive Results in Social Psychology, 29, 1-23. https://doi.org/10.1080/23743603.2017.1358477. * All authors have contributed equally and are listed in alphabetical order.

Mok, S. Y., Martiny, S. E., Gleibs, I. H., Deaux, K., Froehlich, L. (2017). The interaction of vertical collectivism and stereotype activation on the performance of Turkish-origin high school students. Learning and Individual Differences, 56,
76-84. https://doi.org/10.1016/j.lindif.2017.05.002

Martiny, S. E., Froehlich, L., Deaux, K., & Mok, S. Y. (2017). Defining ethnic, national and dual identities: Structure, antecedents, and consequences of multiple social identities of Turkish-origin high-school students in Germany. Journal of Community and Applied Social Psychology, 0:1-11.https://doi.org/10.1002/casp.2318

Froehlich, L., Martiny, S. E., Deaux, K., Goetz, T., & Mok, S. Y. (2016). Being smart or getting smarter: Implicit theories of intelligence moderate stereotype threat and stereotype lift effects. British Journal of Social Psychology, 55, 564-587. https://doi.org/10.1111/bjso.12144

Mok, S. Y., Martiny, S. E., Gleibs, I. H., Keller, M. M., & Froehlich, L. (2016). The relationship between ethnic classroom composition on Turkish-origin and German students’ reading performance and sense of belonging. Frontiers in Psychology, 7. https://doi.org/10.3389/fpsyg.2016.01071

Froehlich, L., Martiny, S. E., Deaux, K., & Mok, S. Y. (2016). “It’s their responsibility, not ours” –Competence stereotypes and causal attributions for immigrants’ academic underperformance. Social Psychology, 47, 74-86. https://doi.org/10.1027/1864-9335/a000260

Martiny, S. E., Gleibs, I. H., Parks-Stamm, E. J., Martiny-Huenger, T., Froehlich, L., Harter, A.-L., & Roth, J. (2015). Dealing with negative stereotypes in sports: The role of cognitive anxiety when multiple identities are activated in sensoriomotor tasks. Journal of Sport & Exercise Psychology, 37, 379-392. http://dx.doi.org/10.1123/jsep.2014-0284

Martiny, S. E., Mok, S. Y., Deaux, K., & Froehlich, L. (2014). Effects of activating negative stereotypes about Turkish-origin students on performance and identity management in German high schools. International Review of Social Psychology, 3, 205-225. ISSN 0992-986X.

Weitere Publikationen

• Slavchova, V., Froehlich, L., Stürmer, S. (2018). Die Liebe zu anderen Kulturen. Eine deutschsprachige Skala zur Erfassung von Allophilie (ALLO-15). Zusammenstellung sozialwissenschaftlicher Items und Skalen. https://doi.org/10.6102/zis254

  Froehlich, L. (2016). Trust and risk in changing societies. 13^th Meeting of the German-Japanese Society for Social Sciences (GJSSS). ASIEN – The German Journal of Contemporary Asia, 138, 155-157. ISSN 0721-5231.

  Froehlich, L., Martiny, S.E., Uchida, Y., Deaux, K., Mok, S.Y., & Trommsdorff, G. (2015). Negative competence-related stereotypes as a risk for academic underperformance and underrepresentation of negatively stereotyped group members. In M. Kobayashi, G. Trommsdroff, & C. Hommerich (Eds.).Proceedings of the 13^th Meeting of the German-Japanese Society for Social Sciences (pp. 250-252). Tokyo, Japan: Deutsches Institut für Japanstudien (DIJ, German Institute for Japanese Studies).

  Mok, S. Y., Froehlich, L., & Scholz, C. (2015). Leistungsminderung durch negative Stereotype im Schulkontext [Performance reduction through negative stereotypes in education]. Lehren & Lernen, 41, 28-31. ISSN 0341-8294 Villingen-Schwenningen: Neckar-Verlag GmbH.

Manuskripte unter Begutachtung

Bick, N., Froehlich, L., Friehs, M.-T., Kotzur, P., & Landmann, H. (2024). Differential predictions of the stereotype content facets in occupational and migrant groups. Manuscript in revision.

Clemens, V., Orifici, M., Froehlich, L., Glöckner, A., & Dorrough, A. R. (2024). Beyond ingroup favoritism: Investigating cross-national social preferences across 25 nations. Manuscript under review.

Manuskripte in Vorbereitung

Orifici, M.C., Gödderz, A., Froehlich, L., Stelter, M., Essien, I., Dorrough, A., & Martiny, S. E. (2022). A cross-national investigation of a gender-related bias of crowds. Manuscript in preparation.

Sobiecki, J., Kosakowska-Berezecka, N., Bosson, J. K., Celikkol, G., de Lemus, S., Estevan-Reina, L., Froehlich, L., Martiny, S. E., & Besta, T. (2024). Cross-cultural analysis of reactions to masculinity threats: Country-level precarious manhood index and responses to masculinity threatening situations. Manuscript in preparation.

Voltmer, J.-B., Froehlich, L., Reich-Stiebert, N., Raimann, J., & Stürmer, S. (2024). Group cohesion and performance in Computer-Supported Collaborative Learning (CSCL): Using assessment analytics to understand the effects of multi-attributional diversity. In M. Sahin & D. Ifenthaler (Eds.), Advances in Analytics for Learning and Teaching. Assessment analytics in education: Designs, methods and solutions (pp. 113–132). [S.l.]: Springer International Publishing. https://doi.org/10.1007/978-3-031-56365-2_6

Froehlich, L., Essien, I., & Martiny, S. E. (2022). Stereotype in Kindergärten und Kindertagesstätten: Theoretische Grundlagen, empirische Evidenz und Interventionsansätze für pädagogisches Fachpersonal. In S. Glock (Ed.), Stereotype in der Schule II: Ursachen und Möglichkeiten der Intervention (1st ed., pp. 137–170). Wiesbaden: Springer Fachmedien Wiesbaden GmbH; Springer VS. https://doi.org/10.1007/978-3-658-37262-0_4

Martiny, S. E., & Froehlich, L. (2020). Ein theoretischer und empirischer Überblick über die Entwicklung von Stereotypen und ihre Konsequenzen im Schulkontext. In S. Glock & H. Kleen (Eds.), Stereotype in der Schule (pp. 1–32). Wiesbaden: Springer. https://doi.org/10.1007/978-3-658-27275-3_1

Martiny, S. E., & Froehlich, L. (2018). Integration durch Bildung? Eine sozialpsychologische Analyse vorhandener Hindernisse für Geflüchtete und Jugendliche mit Migrationshintergrund im deutschen Bildungssystem [Integration via education? A social-psychological analysis of obstacles for refugees and immigrants in the German educational system].In A. Rohmann & S. Stürmer (Eds.). Beiträge zur angewandten Psychologie: Die Flüchtlingsdebatte in Deutschland – Sozialpsychologische Perspektiven [Contributions to applied psychology: The refugee debate in Germany – Social-psychological perspectives] (pp. 107-126). Berlin: Peter Lang.

Zinke, N., Stürmer, S., & Froehlich, L. (2016). Validierung einer deutschsprachigen Skala zur multidimensionalen Erfassung von interkulturellen Kompetenzen in der universitären Ausbildung.[Validation of a German-language scale of multicultural competencies in university education]. In M. Krämer, S. Preiser, & K. Brusdeylins (Eds). Tagungsband Psychologiedidaktik und Evaluation XI, 349-358, Herzogenrath: Shaker. ISBN: 978-3-8440-4856-8.