Fabian Müller

Fabian Müller
Paris Descartes University · Department of Psychology

About

13
Publications
2,388
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81
Citations
Introduction
Fabian Müller is currently working as a PhD student at the Université de Paris, Laboratoire de Psychologie Sociale: contextes et régulation. His general research interests include social inequalities in education, self-concept and research on minority groups, cross-country comparisons, LGBTIQ+ and anti-discrimination policy.
Additional affiliations
September 2019 - present
Paris Descartes, CPSC
Position
  • PhD Student
May 2017 - August 2018
Technische Universität München
Position
  • Research Associate
October 2015 - December 2016
Technische Universität München
Position
  • Research Associate
Education
October 2012 - September 2014
Ludwig-Maximilians-University of Munich
Field of study
  • Clinical Psychology and Cognitive Neuroscience
October 2009 - September 2012
Universität Regensburg
Field of study
  • Psychology

Publications

Publications (13)
Chapter
Internationale Large-Scale-Assessments (LSAs) bieten eine breite und repräsentative Datenbasis für den Vergleich unterschiedlicher Bildungssysteme. Sie eröffnen auch die Möglichkeit einer detaillierten Beschreibung und Analyse von Teilpopulationen wie Schüler*innen mit sonderpädagogischem Förderbedarf (SPF). Dieser Beitrag verfolgt die Frage, wie S...
Article
Language plays an important role in word problem solving. Accordingly, the language in which a word problem is presented could affect its solution process. In particular, East-Asian, non-alphabetic languages are assumed to provide specific benefits for mathematics compared to Indo-European, alphabetic languages. By analyzing students’ eye movements...
Article
The inclusion of social, emotional, and intercultural competences (SEI) in academic contexts has been supported by international organizations, such as the European Union, the United Nations, and the OECD, since the early 2000s. However, little information is yet available regarding the assessment of these competencies. This paper shares the findin...
Preprint
Full-text available
The inclusion of social, emotional, and intercultural competences (SEI) in academic contexts has been supported by international organizations, such as the European Union, the United Nations, and the OECD, since the early 2000s. However, little information is yet available regarding the assessment of these competencies. This paper shares the findin...
Research
Full-text available
The HAND in HAND project started with in deapth and systematic state of the art analyses in the partner countries (Slovenia, Croatia, Sweden, Germany, Denmark) and wider (EU and international) in relation to SEI competences measurement or SEI program development, resulting in three comprehensive catalogues to be used during the project lifetime (in...
Poster
Full-text available
Retrievable from http://www.ma.edu.tum.de/fileadmin/tueds11/www/poster/NCME_2017.pdf
Article
Cortical networks underpinning attentional control and mentalizing converge at the right temporoparietal junction (rTPJ). It is debated whether the rTPJ is fractionated in neighboring, but separate functional modules underpinning attentional control and mentalizing, or whether one overarching cognitive mechanism explains the rTPJ's role in both dom...

Questions

Question (1)
Question
Hello,
I am currently preparing a preregistered report for experiments in different countries. I am studying motivations/values of students; therefore, I want to conduct several same experiments (containing mixed subject designs) in different countries.
I have no hypotheses regarding country differences. I just want to expand my sample size to be more representative in (in my case) western European countries.
My analyses are planned for each country separately and results should be presented for each country separately.
I have read somewhere that in this case, I should check if the factor country really has no influence on students’ performance, i.e., that my results are independent of the factor country.
I don’t think that I could just conduct an ANOVA using country as an IV to examine non-differences on students’ performance because then I would have to test if I can actually compare the data sets at all (measurement invariance; either ways my sample sizes for testing measurement invariance would be too small).
How are researchers usually facing this problem in cross-country/cross-cultural research? Especially when they don’t have any hypotheses regarding country differences and are not planning to conduct analyses to compare countries?
What could I state in my preregistered report?
Thank you very much.

Network

Cited By

Projects

Projects (2)
Project
Background. In higher education a student's socioeconomic status (SES) is an important predictor of academic success: many low SES students fail at university (i.e., lower achievement and higher probability of dropout compared to high SES students). However, a non-negligible part of low SES students nonetheless does reach levels of educational success comparable to that of high SES students. Theory. One explanation based on cultural mismatch theory [which is focusing on the discrepancies between independency (independence/t) independent values institutionalized in universities that encourage expression of individual needs and opinions (or independent self), and low SES students’ predominantly interdependent values, emphasizing group needs and consideration for others’ opinions or interdependent self] is acculturation processes in university. That is, some low SES students become more independent over time, via acculturation in university context. Objective. General goal of this thesis project is to understand acculturation processes of successful low SES students in higher education institutions, their emotional consequences, and the mediating role of sense of belonging. An additional focus is on intersecting other social constructs, in particular gender identity and sexual orientation. Out of the project’s results, recommendations for interventions in higher education should be developed. Method. This thesis project comprises longitudinal studies as well as experiments in France and Germany. Participants will fill in self-report questionnaires to assess their perceived social class, self-concept, sense of belonging, academic performance, and acculturation processes. In addition, further implicit measurements are applied. Impact. Understanding the psychological mechanisms of successful low SES students in higher education will potentially contribute to the development of successful psychological interventions to reduce the SES achievement gap and to improve intergenerational social mobility. In addition, it will increase international data sets on social class and intersected social constructs, and therefore tackling the underrepresented psychological research. Finally, it will help the educational sector to reduce inequalities in education, as it is responsible for meeting the Sustainable Goals (SDGs), especially SDG4 – ensuring inclusive education
Project
In international large-scale assessments such as the Programme for International Student Assessment (PISA), besides (content) knowledge, also self-concept or interest are assessed via self-report scales. A major challenge for such international studies is that the self-reported answers must be comparable across different countries and cultures. However, research shows that the cultural background of students influences their answers. For example, people from countries with a more collectivist background tend to agree rather than disagree with statements and generally avoid extreme answers. These biases affect the comparability of results and can lead to wrong conclusions and political decisions. The aim of the project is to investigate differences between more individualistically shaped cultures like Germany or France and more collectivistically shaped cultures like Taiwan in the processes of answering questionnaires. In a previous project, eye-movement data was collected with an eye-tracker in Germany and Taiwan. Eye movements are well suited for the investigation of this question as they are difficult to control consciously and therefore cannot be influenced by conscious response tendencies. Specifically, we will investigate the fixation of the first answering category. We test the hypothesis that students in Germany and Taiwan consciously select different answering categories, but there are no differences in the unconscious first fixation. Furthermore, we want to investigate whether it makes a difference which construct is assessed. For example, we will examine whether characteristics that are more related to self-esteem (e.g., self-concept) are more influenced by cultural response processes than characteristics that are less relevant to self-esteem (e.g., interest). The project is co-financed by the Franco-Bavarian University cooperation center (BayFrance).