Fabian Müller
Ph.D
2025/06-2026/06
Post-doc
CNRS
Fabian Müller is a postdoctoral researcher at LaPsyDÉ working on the long-term effects of the COVID-19 crisis on learning trajectories and educational inequalities. His research combines advanced statistical modeling and administrative education data from the Directorate of Evaluation, Forecasting and Performance (DEPP) at the French Ministry of National Education and Youth, with a strong focus on policy relevance.
He holds a PhD in Social Psychology from Université Paris Cité, where his work focused on social-class identity, cultural mismatch, and the academic success of working-class students in higher education. Fabian has held research positions at Université Clermont Auvergne, Université Paris Cité, the Technical University of Munich, and LMU Munich, contributing to large-scale projects on social inclusion, assessment, and educational equity. He has worked across academic, nonprofit, and international sectors, and is committed to translating research into actionable insights for education policy.
PUBLICATIONS
Melzel, S., Altvater-Mackensen, N., Ganglmayer, K., Müller, F., Steinmassl, K., Hauf, P., & Paulus, M. (2025). The development of children’s and adults’ use of kinematic cues for visual anticipation and verbal prediction of action. Journal of Experimental Child Psychology, 249, 106064. https://doi.org/10.1016/j.jecp.2024.106064 | More |
Müller, F., Goudeau, S., Stephens, N. M., Aelenei, C., & Sanitioso, R. B. (2023). Social-class inequalities in distance learning during the COVID-19 pandemic: Digital divide, cultural mismatch, and psychological barriers. International Review of Social Psychology, 36(1): 3, 1–17. https://doi.org/10.5334/irsp.716 | More |
Müller, F.(2023). Closing the achievement gap: Learning from working-class students' acculturation and success in higher education [Doctoral dissertation, Université Paris Cité]. HAL theses. https://theses.hal.science/tel-04163355 | |
Strohmaier, A.R., Schiepe-Tiska, A., Chang, Y.-P., Müller, F., Lin, F.-L., & Reiss, K.R. (2020). Comparing eye movements during mathematical word problem solving in Chinese and German. ZDM Mathematics Education, 52, 45 - 58. https://doi.org/10.1007/s11858-019-01080-6 | |
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 C. Gresch, P. Kuhl, M. Grosche, C. Sälzer, & P. Stanat (Eds.), Schüler*innen mit sonderpädagogischem Förderbedarf in Schulleistungserhebungen (pp. 55–74). Springer Fachmedien Wiesbaden. https://doi.org/10.1007/978-3-658-27608-9_3 | |
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 | |
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 |