Dr. Michael Becker
Research Fellow
Educational Trajectories
Rostocker Straße 6
60323
Frankfurt am Main
Projects
- BIJU – Learning Processes, Educational Careers, and Psychosocial Development in Adolescence and Young Adulthood Study
- Berlin Longitudinal Reading Study (LESEN 3 – 6)
- Development of an achievement test for the assessment of student competencies in Economics - Labour - Technics - Vocational Orientation (WATB)
- Educational choices and educational pathways within the context of structural changes in Berlin’s secondary school system (BERLIN study)
- From Abitur to doctoral degree and beyond
- Individual Developmental Trajectories and Institutional Contexts Across the Lifespan
- International Project for the Study of Educational Accountability Systems (IPEA)
- KEGS – Competence Development in Elementary Schools – Enhancement Study
- MILES-HuGS – Primary and Secondary Social Background Effects at Different Points of Transition in the Education System
- NimoErt – Non-monetary Outcomes of Education
- Tradition and Innovation: Developmental processes at non-academic track secondary schools in Baden-Wuerttemberg and Saxony
Curriculum Vitae
2009 |
Dr. phil. (Freie Universität, Berlin) |
2004 | Diploma in Psychology (Freie Universität, Berlin) |
2004 | M.A. phil. in Modern History, Catholic Theology and Psychology (Freie Universität, Berlin) |
Professional activities
Since 2020 | Professorship for Empirical Educational Research with a focus on Individual Developmental Trajectories and Institutional Contexts, TU Dortmund |
Since 2015 | Head of the research group "Individual developmental trajectories and institutional contexts across the lifespan" |
Since 2013 | Academic staff member at DIPF |
2013 | Visiting Scholar at the University of Michigan, Ann Arbor, MI (Prof. Kai S. Cortina) and the Institute for Social Research/Research Center for Group Dynamics, Ann Arbor, MI (Prof. Jacquelynne Eccles) |
2010 – 2013 | Academic staff member at the University of Potsdam |
2008 – 2010 | Academic staff member at the Max-Planck Institute for Human Development, Berlin |
2005 – 2008 | Scholarship holder (doctorate) at the Max-Planck-Institute for Human Development/ International Max Planck Research School on the Life Course (LIFE), Berlin |
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
Publications
- Publications (DIPF database of publications)
- List of publications (pdf)
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
Jan 19, 2021