My research interests lie at the intersection of social psychology, developmental psychology, and empirical educational research. The central question guiding my work is how individual, social, and contextual factors are related to adaptive learning-related outcomes (e.g., academic thriving) and mental health over time. A particular focus is the interplay between social group memberships (e.g., gender) and cultural context. In the long term, I aim to adopt a multi-methodological approach that combines longitudinal surveys, experimental methods, and electrophysiological measures.

• 2025: "Dissertation Study 3: Academic Thriving", Faculty of Humanities, Leibniz University Hannover (1,000 €)
• 2021 – 2023: "Growing together digital: Development and implementation of a digital intervention program for the social integration of recently immigrated children and adolescents with students of teaching education", with Lysann Zander as co-applicant, Leibniz School of Education (LSE) of the Leibniz University Hannover (47.050 €)

Here you can find my Google Scholar and Research Gate profiles.

Books and Edited Volumes

Zander, L., Trölenberg, L., Haase, J., Kreutzmann, M., Oldani, M., & Hannover, B. (2020). WIRwerden: Integration von Schulkindern mit Zuwanderungs- und Fluchthintergrund. Ein Praxishandbuch für Lehrpersonen und pädagogisches Fachpersonal [Growing together: Integration of immigrant and refugee students. A practice-oriented handbook for teachers and educational personell]. Vandenhoeck & Ruprecht.

Journal Articles and Book Chapters with Peer-Review

Haase, J., & Zander, L. (2026). University students’ thriving during remote and in-person instruction in the COVID-19 pandemic: Longitudinal evidence from two academic years. Frontiers in Psychology, 16, 1638392. doi.org/10.3389/fpsyg.2025.1638392

Haase, J., Rahiem, M., Hashmi, M., Kim, H., & Zander, L. (2025). Feeling seen matters: How organization-based self-esteem mediates the relationship between university students’ coping resources and thriving in Germany, Indonesia, and the United Arab Emirates. Frontiers in Psychology, 16, 1527121. doi.org/10.3389/fpsyg.2025.1527121

Zander, L., & Haase, J. (2025). Increasing outgroup liking through empathy: The catalyzing role of background music in narrative videos of immigrant students. In A. L. Brooks, D. Banakou, & S. Ceperkovic (Eds.), ArtsIT, Interactivity and Game Creation. ArtsIT 2024. Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering, vol 650 (pp. 219-227). Springer, Cham. doi.org/10.1007/978-3-031-97254-6_16

Haase, J., Höhne, E., Hannover, B., McElvany, N., & Zander, L. (2024). How do others think about my group? Adolescents’ meta-stereotypes about Turkish- and German-origin students’ subject-related German and general school competence. Social Psychology of Education, 27(2), 523-542. doi.org/10.1007/s11218-023-09836-5

Höhne, E., von Keyserlingk, L., Haase, J., Arum, R., & Zander, L. (2024). Levels and facets of university students’ stress during the COVID‐19 pandemic: Longitudinal evidence from the first two academic years in Germany and the U.S. Social and Personality Psychology Compass, 18(3), e12935. doi.org/10.1111/spc3.12935

Haase, J., & Zander, L. (2022). Instructors’ stressors, stress, and resources during remote teaching in the COVID-19 pandemic: The role of gender and professional status. In H. Burgsteiner, & G. Krammer (Eds.), Impacts of COVID-19 Pandemic’s Distance Learning on Students and Teachers in Schools and in Higher Education - International Perspectives (pp. 489–519). Leykam.

Zander, L., Niemann, T., Haase, J., & Höhne, E. (2022). Entwicklung fachbezogener Hilfenetzwerke unter Peers: Eine soziometrische Analyse unter besonderer Berücksichtigung des Geschlechts [Development of subject-related help-seeking networks among peers. A sociometric analysis with special consideration of gender]. PFLB - PraxisForschungLehrer*innenBildung, 4(5), 89–118. doi.org/10.11576/pflb-5906

Haase, J., Braun, E., Böttger, J., & Hannover, B. (2021). Wie werden in Deutschland Bewerberinnen und Bewerber um einen Studienplatz ausgewählt? Eine empirische Analyse der aktuellen Zulassungspraxis getrennt nach Fächergruppen und Hochschulen unterschiedlicher Trägerschaft [How are applicants for study places in higher education selected in Germany? A systematic overview of current admission practices by subject area and higher education institutions of different sponsorship]. Zeitschrift für empirische Hochschulforschung, 2, 122–140. 

Braun, E., Mertens, J., Böttger, J., Haase, J., & Hannover, B. (2021). Das Konzept der „Studierfähigkeit“ im wissenschaftlichen Diskurs in Deutschland [The concept of "study ability" in the scientific discourse in Germany]. In C. Bohndick, M. Bülow-Schramm, D. Paul, & G. Reinmann (Eds.), Hochschullehre im Spannungsfeld zwischen individueller und institutioneller Verantwortung [Teaching in higher education between individual and institutional responsibility] (pp. 111–123). Springer VS.

Hannover, B., Kreutzmann, M., Haase, J., & Zander, L. (2020). Growing together – Effects of a school-based intervention promoting positive self-beliefs and social integration in recently immigrated children. International Journal of Psychology, 55(5), 713–722. doi.org/10.1002/ijop.12653

Haase, J., Braun, E., & Hannover, B. (2020). Hochschulinterne Auswahlgespräche für die Studienplatzvergabe: Erfahrungen aus Hochschulsicht und Bewertungsdimensionen aus wissenschaftlicher Perspektive [Selection interviews at universities for the allocation of study places: experiences at universities and dimensions of assessment from a scientific perspective]. Qualität in der Wissenschaft, 3, 63–69.

Böttger, J., Haase, J., & Hannover, B. (2018). Partizipative Kommunikation zwischen Eltern und Schule [Participative communication between parents and school]. In G. Regenthal, & J. Schütte (Eds.), Öffentlichkeitsarbeit macht Schule. Ein praxisorientiertes Handbuch zur Umsetzung von PR an Schulen [Public relations in schools. A practice-oriented handbook for the implementation of PR at schools] (pp. 55–63). Carl Link Verlag.

Organized Symposia

Haase, J., & Yildirim, H. H. (2025, September). Prädiktoren und Indikatoren mentaler Gesundheit im Schul- und Hochschulkontext [Predictors and indicators of mental health in school and higher education contexts]. Symposium at the 20^thProfessional Group Conference Pedagogical Psychology (PaePs), Jena, Germany. 

Conference Talks

Haase, J., Lotz, C., Höhne, E., Deiglmayr, A., & Zander, L. (2026, September). Support that matters: How perceived instructors’ support moderates the link between university students’ self-regulation and academic procrastination. Presentation at the 54^th Congress of the German Psychological Society (DGPs), Luxembourg, Luxembourg.

Haase, J., Rahiem, M., Hashmi, M., Kim, H., & Zander, L. (2025, September). Akademisches Thriving an der Universität: Eine Validierungsstudie in verschiedenen kulturellen Kontexten [Academic thriving at university: A validation study in various cultural contexts]. Presentation at the 20^th Professional Group Conference Pedagogical Psychology (PaePs), Jena, Germany. 

Zander, L., & Haase, J. (2024, November). Increasing outgroup liking through empathy: The catalyzing role of background music in narrative videos of immigrant students. Presentation at the 13^rd EAI International Conference: ArtsIT, Interactivity & Game Creation, New York University, Abu Dhabi, United Arab Emirates. 

Haase, J., & Zander, L. (2024, September). Die Persönlichkeit und weitere individuelle sowie soziale Prädiktoren von Vitalität und Wachstum internationaler Studierender: Ein Vergleich vor und nach der Pandemie [Personality and other individual as well as social predictors of international students’ vitality and growth: a comparison before and after the pandemic]. Presentation at the 53^rd Congress of the German Psychological Society (DGPs), Vienna, Austria.

Haase, J., & Zander, L. (2024, August). University students’ thriving during and after the pandemic: Evidence from four academic years. Presentation at the 18^th International Conference on Motivation (ICM 2024), Special Interest Group 8 (Motivation and Emotion) of the European Association for Research on Learning and Instruction (EARLI), Bern, Switzerland.

Haase, J., Höhne, E., & Zander, L. (2023, August). University students’ engagement during the pandemic: The role of organization-based self-esteem. Presentation at the 20^th Biennial Conference of the European Association for Research on Learning and Instruction (EARLI), Thessaloniki, Greece.

Brouwer, J., Haase, J., & Zander, L. (2023, August). The relationship between stress and perceived social support among university students. Presentation at the 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. Presentation at the 20^th 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]. Presentation at the 10^th 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. Presentation at the 52^nd Congress of the German Psychological Society (DGPs), Hildesheim, 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]. Presentation at the 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. Presentation at the 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.

Haase, J., Traulsen, S., & Zander, L. (2021, June). Thriving in remote learning environments: Individual and contextual predictors of vitality and personal growth. Presentation at the 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 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]. Presentation at the 52^nd Congress of the German Psychological Society (DGPs)/15^th 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]. Presentation at the 8^th 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]. Presentation at the 51^st Congress of the German Psychological Society (DGPs), Frankfurt am Main, Germany.

Poster Presentations

Haase, J., Höhne, E., & Zander, L. (2023, April). Staying engaged during the pandemic: The decisive role of university students’ organization-based self-esteem. Poster Presentation at the Annual Meeting of the American Educational Research Association (AERA), Chicago, IL, 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. Poster Presentation at the 13^th 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. Poster Presentation at the 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]. Poster Presentation at the 15^th Annual Meeting of the Society for Research on Higher Education (GfHf), Hamburg, Germany.