Publications & Outputs

Peer-reviewed research, policy briefs, and public engagement

Coming Soon

Preprints & in-progress manuscripts

Journal Articles

Peer-reviewed publications

Book Chapters

Chapters & handbooks

Policy & Practice

Guides & policy outreach

Dissertation

PhD thesis – open access

Talks & Posters

Conference contributions

Coming Soon

• Müller, F., Aelenei, C., & Jury, M. (2025, June 18). When accommodations are not enough: A multi-study examination of teacher bias toward students with special educational needs across student gender [Preprint]. PsyArXiv. https://doi.org/10.31234/osf.io/fx7jc_v1
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• Jury, M., Stanzcak, A., Huron, C., Müller, F., Aelenei, C., & Sireci, S. (2025, July 11). Perceived fairness of exam accommodations for students with special educational needs [Preprint]. PsyArXiv. https://doi.org/10.31219/osf.io/fcnz4_v1
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• Müller, F., Goudeau, S., Aelenei, C., & Sanitioso, R. B. (in progress). Beyond degrees: Navigating cultural mismatch and social-class identity in higher education across national contexts. Manuscript in preparation, Université Paris Cité, France.
• Sälzer, C., Denk, A., Müller, F., & Kholti, M. (in revision). Assessing socio-emotional learning: Perspectives on educational goals at the individual and group level. In G. T. L. Brown & L. R. Harris (Eds.), Handbook of human and social conditions in assessment (2nd ed.). Routledge.

Journal Articles

• 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
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• 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
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• 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
  *equal contribution.
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• 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
• 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
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Book Chapters

• 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

Policy & Practice

• Müller, F. (2025). Le même travail, mais pas la même note: Le biais caché envers les élèves avec des besoins éducatifs particuliers [Same work, different grade: The hidden bias against students with special educational needs]. Le 21 du LaPsyDÉ. https://www.le21dulapsyde.com/post/le-m%C3%AAme-travail-mais-pas-la-m%C3%AAme-note-le-biais-cach%C3%A9-envers-les-%C3%A9l%C3%A8ves-avec-des-besoins-%C3%A9ducatifs
• Müller, F. (2019). HOW TO Nr. 3: Sprechen Sie LGBT*IQ? Leitfaden für eine genderinklusive und -gerechte Sprache [Do you speak LGBT*IQ? Guideline for gender-inclusive and fair language]. PrOut@Work-Foundation. https://www.proutatwork.de/produkt/how-to-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 in the workplace pays off. A guide for employers]. PrOut@Work-Foundation. https://www.proutatwork.de/produkt/how-to-4-lgbtiq-fuer-einsteigerinnen/
• Müller, F. (2019). LGBT*IQ – und Du? Coming Out für Insider. Leitfaden für Arbeitnehmer_innen [HOW TO Nr. 5: LGBT*IQ – and you? Coming out for insiders. A guide for employees]. PrOut@Work-Foundation. https://www.proutatwork.de/produkt/how-to-5-queere-themen/
• Denk, A.*, Müller, F.*, Lubaway, E.*, Sälzer, C., Kozina, A., Vidmar, M., Rasmusson, M., Jugović, I., Nielsen, B. L., Vieluf, S., Ojsteršek, A., Jurko, S. (2017). Catalogue for the assessment of social, emotional, and intercultural competences. HAND in HAND project. https://2017-20.handinhand.si/wp-content/uploads/2019/12/SEI-measures_CATALOGUE.pdf
  *equal contribution.

Dissertation

• 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

Talks & Posters

Talks

• Jury, M., Müller, F., & Aelenei, C. (2025, July). Experimental evidence regarding backlash effects against students with SEN in inclusive education. LICIE, London, UK.
• Müller, F., Goudeau, S., Aelenei, C., & Sanitioso, R. B. (2023, June). Acculturation in higher education institutions: How high-performing working-class students reduce cultural mismatch at university. EASP, Kraków, Poland.
• Müller, F., Goudeau, S., & Sanitioso, R. B. (2022, July). Working-class students and distance learning during the COVID-19 pandemic: Digital divide, cultural mismatch, and psychological barriers. EASP-SPSSI, London, UK.
• Müller, F., Goudeau, S., & Sanitioso, R. B. (2022, July). Working-class students and distance learning during the COVID-19 pandemic: Digital divide, cultural mismatch, and psychological barriers. CIPS, Bordeaux, France.
• Tobias, S., Ganglmayer, K., Müller, F., Hauf, P., & Paulus, M. (2019, September). The development of children’s use of kinematic cues for action prediction: An assessment of explicit and implicit processing. DGPs, Leipzig, Germany.
• Denk, A.*, Müller, F.*, & Sälzer, C. (2017, December). Hand in Hand – Social and emotional skills for tolerant and non-discriminative societies (a whole school approach). Education and Refugees: Research Meets Practice, Berlin, Germany.
  *equal contribution.
• Strohmaier, A. R., Schiepe-Tiska, A., Müller, F., & Reiss, K. M. (2017, March). Über den Zusammenhang zwischen mathematikbezogener Ängstlichkeit und Blickbewegungen beim Lesen von Mathematikaufgaben in unterschiedlichen situationellen Kontexten [On the relationship between mathematics-related anxiety and eye movements while reading math problems in different situational contexts]. GEBF, Heidelberg, Germany.

Posters

• Müller, F., Denk, A., & Sälzer, C. (2018, June). HAND IN HAND – Making schools ready to fight discrimination against minorities. ICAP, Montréal, Canada. https://doi.org/10.17605/OSF.IO/CKV2E
• Müller, F., Schiepe-Tiska, A., & Strohmaier, A. R. (2017, April). EyeQuest – Cross-cultural comparison of eye movements and self-reports. NCME, San Antonio (TX), USA. https://doi.org/10.13140/RG.2.2.15675.98087
• Hauf, P., Müller, F., Aldaqre, I., & Paulus, M. (2015, June). Are kinematic cues used to predict action goals? A developmental study. JPS, Toronto, Canada.