Sog Yee Mok

Sog Yee Mok, Dr. phil.

Oberassistentin / Senior Teaching and Research Assistant

Phone: +41 44 634 6691

Address: Kantonsschulstrasse 3, 8001 Zürich

Room number: KAB-G-10


Office hours

Monday and Tuesday

The easiest way to get in touch is via email (see above)


Fostering pupils’ motivation in upper secondary schools (seminar, Fall 2018, Fall 2019)

Fostering productive classroom discourse (seminar, co-teaching with Christian Hämmerle, Spring 2018)

Overcoming challenges as a teacher - dealing with stress, emotions and conflicts in everyday school life (seminar, co-teaching with Dr. Eva Becker, Spring 2018)

Research topics

  • Stereotype and achievement reduction (stereotype threat) in Turkish students
  • Student diversity in the learning context
  • Evidence base in teacher education
  • Teacher-student interaction in the classroom
  • Meta-analyses

Research projects

"MathFlex" - Effects of Professional Development on Comparing Multiple Solution Methods in Secondary Schools

Investigation of how mathematics teachers of Baccalaureate schools can promote algebraic flexibility in students by using comparisons of solution paths.

Project funded by the Swiss National Science Foundation (SNF).

Duration: May 2016 to May 2019

Project coordination and research team member: since November 2017 until today.


"Clearing House Teaching - Scientific Evidence for Teacher Education".

The aim of the project was to summarize current scientific evidence on effective STEM teaching and to prepare it for teacher education in a way that is appropriate for the target group.

Project funded by the Quality Offensive Teacher Education the Federal Ministry of Education and Research (BMBF).

Duration: July 2015 to December 2018

Postdoc and research associate (October 2015 - October 2017).


"Stereotype Threat as a Cause of Low Achievement of Immigrant Students in the German Education System."

Investigation of the extent to which the activation of negative stereotypes affects the performance in German and mathematics of Turkish (compared to German) 9th and 10th grade students.

Project funded by the German Federal Ministry of Education and Research (BMBF).

Duration: January 2012 to December 2014

Research assistant and doctoral student (2012-2014)



UZH Teaching Skills (Certificate for Teaching in Higher Education)


University of Konstanz, Doctorate in Empirical Educational Research (Dr. phil); title of dissertation: „Why Do Turkish-Origin Students Underperform in Germany? Investigating the Effects of Ethnic Composition in Classrooms and Negative Stereotypes on Performance and Coping Strategies


Ludwig-Maximilians-Universität Munich, Magister Artium (M.A.) in Education with minors in Psychology and Sociology



Senior Teaching and Research Assistant at the Chair for Upper-Secondary Education Studies and Research on Learning and Teaching (University of Zurich, Institute of Education)


Postdoc at the Chair for Upper-Secondary Education Studies and Research on Learning and Teaching (University of Zurich, Institute of Education)


Research assistant / Postdoc at the Friedl Schöller Endowed Chair for Research on Teaching and Higher Education (Prof. Dr. Tina Seidel, Technical University of Munich)


Research assistant and doctoral candidate at the Empirical Educational Research Group (University of Konstanz / Pädagogische Hochschule Thurgau)


Project assistant in EU projects for the promotion of girls in MINT at the University of the German Armed Forces Munich (Dr. Bernhard Ertl)


Working student at Siemens Learning Campus, Munich



Research fellowship for a research stay at the London School of Economics and Political Science (UK)


PhD scholarship (own position) of the Graduate School of Decision Sciences, University of Konstanza

Peer-Reviewed Journal Articles (selection)

  • Georgiou, D., Mok, S. Y., Fischer, F., Vermunt, J. D., & Seidel, T. (2020). Evidence-based practice in teacher education: The mediating role of self-efficacy beliefs and practical knowledge. Frontiers in Education, 5, 559192. doi: 10.3389/feduc.2020.559192
  • Kim, Y. *, Mok, S. Y. *, & Seidel, T. (2020). Parental influences on immigrant students’ achievement-related motivation and achievement – A meta-analysis. Educational Research Review, 30, 100327. doi: 10.1016/j.edurev.2020.100327 (Download PDF (PDF, 1281 KB))
    * both authors contributed equally to this work
  • Mok, S. Y., Bakaç, C., & Froehlich, L. (2020). ‘My family’s goals are also my goals’: the relationship between collectivism, distal utility value, and learning and career goals of international university students in Germany. International Journal for Educational and Vocational Guidance. Advance online publication. doi:10.1007/s10775-020-09447-y
  • Seidel, T., Mok, S. Y., Hetmanek, A., & Knogler, M. (2017). Meta-Analysen zur Unterrichtsforschung und ihr Beitrag für die Realisierung eines Clearing House Unterricht für die Lehrerbildung. Zeitschrift für Bildungsforschung, 7(3), 311–325. doi:10.1007/s35834-017-0191-6
  • 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. doi: 10.1016/j.lindif.2017.05.002
  • Mok, S. Y., Martiny, S. E., Gleibs, I. H., Keller, M. M., & Froehlich, L. (2016). The relationship between ethnic classroom composition and Turkish-origin and German students' reading performance and sense of belonging. Frontiers in Psychology, 7, 1071. doi: 10.3389/fpsyg.2016.0107
  • The complete publication list of Sog Yee Mok can be downloaded here (PDF, 109 KB).

Reviewer activities

  • British Journal of Educational Technology
  • Ethnic and Racial Studies
  • Frontiers in Psychology
  • Journal of Adolescence
  • Journal of Social Psychology
  • Journal für Mathematik-Didaktik
  • Learning and Instruction