< Retour à la liste
profil pic MüllerFabian

Fabian Müller




bureau 3046

ResearchGate :     https://www.researchgate.net/profile/Fabian_Mueller30
LinkedIn :                www.linkedin.com/in/fabian-müller-psy
ORCID iD:                https://orcid.org/0000-0002-8363-9285


Thèmes de recherche

Thesis title: “Understanding University Success of Low Socioeconomic Students: Acculturation, Well-being, and Sense of Belonging.”
Supervisor: Rasyid Bo Sanitioso, Sébastien Goudeau

General goal of this thesis 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.

Further research interests:

– Social Inequalities in Education
– Self-Concept and Research on Minority Groups
– Cross-Country Comparison
– LGBTIQ+ and Anti-Discrimination Policy

Contrats de recherche

  • 2019 – 2022

PhD student (Contrat Doctoral funded by École Doctorale “Cognition, Comportements, Conduites Humaines” (ED 261), Université de Paris-Descartes) at the “LPS – Laboratoire de Psychologie Sociale: contextes et régulation” under the supervision of Prof. Rasyid Bo Sanitioso and Sébastien Goudeau (MCF)

  • Since 2019

Scientific Consultant for the PROUT AT WORK – Foundation, Germany.

  • Since 2017

Representative for the German organization VLSP* e.V. (Association for Lesbian, Gay, Bisexual, Trans*, Intersexual and Queer People in Psychology) in IPsyNet (International Psychology Network for Lesbian, Gay, Bisexual, Transgender and Intersex Issues)

  • 2017 – 2018

Research associate at the TUM School of Education, Munich, Germany, in the EU-Erasmus+ K3 – funded project “Hand in Hand – Social and Emotional Skills for Tolerant and Non-Discriminative Societies (A Whole School Approach)” and in the BMBF (Bundesministerium für Bildung und Forschung; Federal Ministry of Education and Research) – funded project „E-PROM – Influence of the doctorate on conditions and developments of careers of young academics in medicine and biology“.

  • 2015 – 2016

Research associate at the TUM School of Education, Munich, Germany, in the ZIB e.V. (Centre for International Student Assessment) – funded project “EyeQuest: Cross-Cultural Comparison of Eye Movements and Self-Reports“.

  • 2013 – 2015

Research assistant at the Department of Developmental Psychology, LMU Munich, Germany, in the EU-funded joint project “Divided Metacognition: When epistemic norms conflict“ and in the project „Recognition through Interaction: About the Development of Personal, Objective and Self-Knowledge“, funded by the VolkswagenStiftung under the supervision of Prof. Dr. Beate Sodian and Prof. Dr. Markus Paulus

  • 2012 – 2014

Master’s study in Clinical Psychology and Cognitive Neuroscience, LMU Munich, Germany, with the focus “Neurocognitive Psychology”

  • 2009 – 2012

Bachelor’s study in Psychology, University of Regensburg, Germany, with the focus “Cognitive Neuroscience; Industrial, Business and Organizational Psychology; Clinical Psychology”



– Working Publications

Müller, F. (2019). HOW TO Nr. 7: HOW TO Nr. 7: Die Dritte Option und ihre Umsetzung in Unternehmen. (HOW TO Nr. 7: The Third Option and its Implementation in Companies.) Munich, Germany: PrOut@Work- Foundation. (accepted)

Sälzer, C., Denk, A., Müller, F. & Grosche, M. (2020). Spezifische Herausforderungen des Einbezugs von Schüler*innen mit sonderpädagogischem Förderbedarf in internationale Large-Scale Assessments. (Specific Challenges for the Inclusion of Students with Special Educational Needs in International Large-Scale Assessments.) In Gresch, C., Kuhl, P., Grosche, M., Sälzer, C., & Stanat, P. Inklusion von Schüler*innen mit sonderpädagogischem Förderbedarf in Large-Scale Assessments. (accepted)

– Publications

Müller, F., Denk, A., Lubaway, E., Sälzer, C., Kozina, A., Perše, T. V., Rasmusson, M., Jugović, I., Nielsen, B. L., Rozman, M., Ojsteršek, A., & Jurko, S. (2020). Assessing social, emotional, and intercultural competences of students and school staff: A systematic literature review. Educational Research Review, 29, 100304. https://doi.org/10.1016/j.edurev.2019.100304

Strohmaier, A.R., Schiepe-Tiska, A., Chang, Y.-P., Müller, F., Lin, F.-L., & Reiss, K.R. (2019). Comparing Eye Movements during Mathematical Word Problem Solving in Chinese and German. ZDM Mathematics Education. https://doi.org/10.1007/s11858-019-01080-6

Müller, F. (2019). HOW TO Nr. 3: Sprechen Sie LGBT*IQ? Leitfaden für eine genderinklusive und -gerechte Sprache. (HOW TO Nr. 3: Do You Speak LGBT*IQ? Guideline for a Gender Inclusive and Fair Language.) Munich, Germany: PrOut@Work- Foundation. Retrievable from https://www.proutatwork.de/how-to-nr-3-sprechen-sie-lgbtiq/

Müller, F. (2019). HOW TO Nr. 4: LGBT*IQ für Einsteiger. Warum sich Vielfalt am Arbeitsplatz lohnt. Leitfaden für Arbeitgeber_innen. (HOW TO Nr. 4: LGBT*IQ for Beginners. Why Diversity Pays Off at Work. Guideline for Employers.) Munich, Germany: PrOut@Work-Foundation. Retrievable from https://www.proutatwork.de/how-to-nr-4-lgbtiq-fuer-einsteiger/

Müller, F. (2019). HOW TO Nr. 5: LGBT*IQ – und Du? Coming Out für Insider. Leitfaden für Arbeitnehmer_innen. (HOW TO Nr. 5: LGBT*IQ – and you? Coming Out for Insider. Guideline for Employees.) Munich, Germany: PrOut@Work- Foundation. Retrievable from https://www.proutatwork.de/how-to-nr-5-lgbtiq-und-du/

Denk, A.*, Müller, F.*, Lubaway, E.*, Sälzer, C., Kozina, A., Vidmar, M., … Jurko, S. (2017). Catalogue for the Assessment of Social, Emotional, and Intercultural Competences. Retrievable from http://handinhand.si/assesment/
* equal contribution

Schuwerk, T., Schurz, M., Müller, F., Rupprecht, R., & Sommer, M. (2017). The rTPJ’s Overarching Cognitive Function in Networks for Attention and Theory of Mind. Social Cognitive and Affective Neuroscience, 12(1), 157 – 168. https://doi.org/10.1093/scan/nsw163



Tobias, S., Ganglmayer, K., Müller, F., Hauf, P., & Paulus, M. (September, 2019). The Development of Children’s Use of Kinematic Cues for Action Prediction: An Assessment of Explicit and Implicit Processing. Lecture presented at the PaEpsy Meeting of the Deutsche Gesellschaft für Psychologie (DGPs), Leipzig, Germany.

Müller, F., Denk, A., & Sälzer, C. (June, 2018). HAND IN HAND – Making Schools Ready to Fight Discrimination Against Minorities. Poster presented at the Preaching to the Choir: An International LGBTQ Psychology Pre-Conference of the 29th International Congress of Applied Psychology (ICAP), Montréal, Canada. https://doi.org/10.17605/OSF.IO/CKV2E

Denk, A*, Müller, F.*, & Sälzer, C. (December, 2017). Hand in Hand – Social and Emotional Skills for Tolerant and Non- Discriminative Societies (A Whole School Approach). Lecture presented at the Meeting “Education and Refugees: Research Meets Practice“, Berlin, Germany.
* equal contribution

Müller, F., Schiepe-Tiska, A., Strohmaier, A.R. (April, 2017). EyeQuest – Cross-Cultural Comparison of Eye Movements and Self- Reports. Poster presented at the Annual Meeting of the National Council on Measurement in Education (NCME), San Antonio (TX), USA. https://doi.org/10.13140/RG.2.2.15675.98087

Strohmaier, A.R., Schiepe-Tiska, A., Müller, F., Reiss, K.M. (March, 2017). Über den Zusammenhang zwischen mathematikbezogener Ängstlichkeit und Blickbewegungen beim Lesen von Mathematikaufgaben in unterschiedlichen situationellen Kontexten. Lecture presented at the 5th Meeting of the Gesellschaft für Empirische Bildungsforschung (GEBF), Heidelberg, Germany.

Strohmaier, A.R., Schiepe-Tiska, A., Müller, F., Reiss, K.M. (April, 2017). Mathematical Reading Patterns – The Influence of Self- Concept and Situational Context. Poster presented at the Annual Meeting of the American Educational Research Association (AERA), San Antonio (TX), USA. doi: 10.302/1178394

Hauf, P., Müller, F., Aldaqre, I., & Paulus, M. (June, 2015). Are Kinematic Cues Used to Predict Action Goals? A Developmental Study. Poster presented at the 45th Annual Meeting of the Jean Piaget Society, Toronto, Canada.