Logo: Deutsches Institut für Internationale Pädagogische Forschung


Dr. Michael Becker

  Becker Habilitand/-in

Post-doc researcher

Educational structures and pathways

Educational Governance

Warschauer Straße 34-38
10243 Berlin

+49 (0)30-293360-48



Curriculum Vitae

Professional activities

Current work and research priorities

  • Cognitive and psycho-social development in childhood, adolescence and early adulthood
  • Development and change of education systems
  • Quantitative methods in social research, particularly causal analytical approaches


Selected publications

  • Stäbler, F., Dumont, H., Becker, M. & Baumert, J. (2017). What happens to the fish's achievement in a little pond? A simultaneous analysis of class-average achievement effects on achievement and academic self-concept. Journal of Educational Psychology, 109, 191–207. Doi: 10.1037/edu0000135
  • Becker, M. & Neumann, M. (2016). Context‐related changes in academic self‐concept development: On the long‐term persistence of big‐fish‐little‐pond effects. Learning and Instruction, 45, 31‐39. Doi: 10.1016/j.learninstruc.2016.06.003
  • Kigel, R., McElvany, N., & Becker, M. (2015). Effects of immigrant background on text comprehension, vocabulary, and reading motivation: A longitudinal study. Learning and Instruction, 35, 73‐84. Doi: 10.1016/j.learninstruc.2014.10.001
  • Tetzner, J. & Becker, M. (2015). How being an optimist makes a difference: The protective role of optimism in adolescents’ adjustment to parental separation in academic achievement and self‐esteem. Social Psychological and Personality Science, 6, 325‐333. Doi: 10.1177/1948550614559605
  • Becker, M., Cortina, K. S., Tsai, Y.‐M., & Eccles, J. S. (2014). Sexual orientation, psychological well‐being, and mental health: A longitudinal analysis from adolescence to young adulthood. Psychology of Sexual Orientation and Gender Diversity, 1, 132‐145. Doi: 10.1037/sgd0000038
  • Becker, M., McElvany, N., Lüdtke, O. & Trautwein, U. (2014). Lesekompetenzen und schulische Lernumwelten: Besondere Fördereffekte des Frühübergangs in Gymnasien? Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 46, 35‐50. Doi: 10.1026/0049‐8637/a000104
  • Becker, M., Neumann, M., Tetzner, J., Böse, S., Knoppick, H., Maaz, K., Baumert, J., & Lehmann, R. (2014). Is early ability grouping good for high‐achieving students’ psychosocial development? Effects of the transition into academically selective schools. Journal of Educational Psychology, 106, 555‐568. Doi:10.1037/a0035425
last modified Aug 21, 2017