Notice: Due to planned maintenance work, the TU Dortmund websites will be unavailable for short periods of time several times on April 17, 2024 between 6:00 p.m. and 8:00 p.m.
We apologize for any inconvenience this may cause and thank you for your understanding.
To content
Department of Educational Sciences and Psychology

Prof. Dr. Michael Becker

Main research topics

  • Academic and psychosocial development and educational trajectories from childhood and adolescence into adulthood.
  • Development of school achievement-related and social disparities with special emphasis on the school context
  • Quantitative methods of social research, especially causal analytic approaches and item response theory models
  • Developmental determinants and promotion of reading skills
  • Development and change of school systems

Office hours

By appointment via E-Mail to Michael Becker

Academic background

  • 2009: Dr. phil. in Psychologie, Freie Universität Berlin
  • 2004: Diplom in Psychologie, Freie Universität Berlin
  • 2004: M.A. in Psychologie, Neuere Geschichte und Katholische Theologie, Freie Universität Berlin

Professional background

  • Since 03/2020: Professur für Empirische Bildungsforschung mit dem Schwerpunkt schulische Bildungsprozesse an der TU Dortmund
  • 2013-2020: Wissenschaftlicher Mitarbeiter am DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation
  • 2010-2013: Wissenschaftlicher Mitarbeiter an der Universität Potsdam
  • 2005-2010: Wissenschaftlicher Mitarbeiter und Promotionsstipendiat am Max-Planck-Institut für Bildungsforschung, Berlin, und an der International Max Planck Research School on the Life Course (LIFE), Berlin

VITA

Further Information

Current Projects:

  • Educational choices and educational pathways within the context of structural changes in Berlin’s secondary school system (BERLIN-study), project duration: since 01.01.2010
  • Learning processes, educational careers, and psychosocial development in adolescence and young adulthood study (BIJU), project duration: since 01.01.1991
  • Study on the impact of Erasmus+ in schools and other educational institutions in the school sector (Erasmus+), project duration: 06.01.2022 – 31.12.2024

Past Projects:

  • Competence development in elementary schools - enhancement study (KEGS-E), project duration: 01.01.2014 – 31.12.2020
  • Berlin longitudinal reading study  (LESEN 3-6), project duration: 01.01.2014 – 31.12.2020
  • Methodological issues in longitudinal educational studies (MILES-HuGS), project duration: 01.03.2016 – 31.07.2020
  • Tradition and Innovation: Developmental processes at non-academic track secondary schools in Baden-Wuerttemberg and Saxony (TRAIN), project duration: 01.01.2014 – 31.12.2020
  • Becker, M., Tetzner, J. & Baumert, J. (2020). Schulformen und sozioökonomischer Erfolg im jungen Erwachsenenalter: Werden unterschiedliche Ausbildungswege auf dem Arbeitsmarkt gleich honoriert? Zeitschrift für Erziehungswissenschaft, 23,  979–1017. https://doi.org/10.1007/s11618-020-00973-7
  • Tetzner, J., Becker, M. & Brandt, N. (2020). Personality-achievement associations in adolescence: Examining associations across grade levels and learning environments. Journal of Personality, 88(2) 356-372. https://doi.org/10.1111/jopy.12495
  • Becker, M., Baumert, J., Tetzner, J., Maaz, K. & Köller, O. (2019). Childhood intelligence, family background, and gender as drivers of socioeconomic success: The mediating role of education. Developmental Psychology, 55, 2231-2248. https://doi.org/10.1037/dev0000766
  • Bachsleitner, A., Becker, M., Neumann, M. & Maaz, K. (2018). Social background effects in the transition to a doctoral degree – empirical evidence from a German prospective study. Research in Social Stratification and Mobility, 57, 24-34. https://doi.org/10.1016/j.rssm.2018.07.004 
  • Becker, M. & McElvany, N. (2018). The interplay of gender and social background: A longitudinal study of interaction effects in reading attitudes and behaviour. British Journal of Educational Psychology, 88(4), 529-549. https://doi.org/10.1111/bjep.12199 
  • Becker, M. & Neumann, M. (2018). Longitudinal big-fish-little-pond effects on academic self-concept development during the transition from elementary to secondary schooling. Journal of Educational Psychology, 110(6), 882-897. https://doi.org/10.1037/edu0000233
  • Neumann, M., Becker, M., Baumert, J., Maaz, K., & Köller, O. (Hrsg.) (2017). Zweigliedrigkeit im deutschen Schulsystem: Potenziale und Herausforderungen in Berlin [The two-track secondary school system in Germany: chances and challenges in Berlin]. Münster: Waxmann.
  • Tetzner, J., Becker, M. & Maaz, K. (2017). Development in multiple areas of life in adolescence: Interrelations between academic achievement, perceived peer acceptance, and self-esteem. International Journal of Behavioral Development, 41, 704-713. doi.org/10.1177/0165025416664432
  • Becker, M., Neumann, M. & Dumont, H. (2016). Recent developments in school tracking practices in Germany: An overview and outlook on future trends. Orbis Scholae,10(3), 9-26. https://doi.org/10.14712/23363177.2017.8
  • 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. https://doi.org/10.1037/sgd0000038