Skip to main content

Prof. Dr. Martin Brunner



Campus Golm
Haus 24, Raum 1.70
Karl-Liebknecht-Str. 24-25
14476 Potsdam


consulting hours
by appointment

Research Interests

  • Cognitive Skills
  • Socio-emotional Skills
  • Large-Scale Assessment
  • Integrative Data Analysis
  • Individual Participant Meta-Analysis
  • Study-Design / Power-Analysis



Short CV

Since 2017Professor for Quantitative Methods in Educational Sciences, University of Potsdam
2012 - 2017Professor for Evaluation and Quality Management in Education, Freie Universität Berlin
2012 - 2017Scientific Director of the Berlin-Brandenburg Institute for School Quality
2009 - 2012Professor for Edumetrics/Psychometrics and Differential Psychology, University of Luxemburg
2006 - 2009Post-Doc,University of Luxemburg
2005 - 2006Post-Doc, Berlin Max Planck Institute for Human Development, Center for Educational Research
2006PhD in Psychology, Humboldt-Universität zu Berlin
2002 - 2006PhD student, Berlin Max Planck Institute for Human Development, Center for Educational Research
2002Dipl. Psych (MA in Psychology) , University of Mannheim


Selected Publications

Publications listed in Google Scholar

Brunner, M., Keller, L., Stallasch, S. E., Kretschmann, J., Hasl, A., Preckel, F., Lüdtke, O., & Hedges, L. V. (2022). Meta-analyzing individual participant data from studies with complex survey designs: A tutorial on using the two-stage approach for data from educational large-scale assessments. Research Synthesis Methods. Advance online publication. Preprint: 10.31234/

Keller, L. (*), Preckel, F. & Brunner, M. (in press). Linear and Nonlinear Relations Between Achievement and Self-Concept in Mathematics and Reading: An Integrative Data Analysis Across 13 Countries. Journal of Educational Psychology.

Hasl, A. (*), Kretschmann, J. (*), Richter, D., Voelke, M. & Brunner, M. (2019). Investigating Core Assumptions of the "American Dream": Historical Changes in How Adolescents’ Socioeconomic Status, IQ, and GPA are Related to Key Life Outcomes in Adulthood. Psychology and Aging, 34, 1055-1076.

Brunner, M., Keller, U., Wenger, M. , Fischbach, A. & Lüdtke, O. (2017). Between-School Variation in Students’ Achievement, Motivation, Affect, and Learning Strategies: Results from 81 Countries for Planning Group-Randomized Trials in Education. Journal of Research on Educational Effectiveness. DOI: 10.1080/19345747.2017.1375584

Spengler, M., Brunner, M. (*), Damian, R., Roberts, B., Lüdtke, O. & Martin R. (2015). Does it help to be a responsible student? Student characteristics and behaviors at age 12 predict occupational success 40 years later over and above childhood IQ and parental SES. Developmental Psychology, 51, 1329-1340. (* PI)

Brunner, M., Pant, H. A. & Stanat, P. (2014). Diagnostik und Evaluation. In: Seidel, T. & Krapp, A. (Hrsg.): Lehrbuch Pädagogische Psychologie (S. 484-515). Weinheim: Beltz.

Sonnleitner, P., Keller, U., Martin, R., & Brunner, M. (2013). Students’ complex problem solving abilities: Their structure and relations to reasoning ability and educational success. Intelligence, 41, 289–305.

Brunner, M., Nagy, G. & Wilhelm, O. (2012). A tutorial on hierarchically-structured constructs. Journal of Personality, 80, 796-846. ONLINE-SUPPLEMENT.

Brunner, M. & Martin, R. (Hrsg.) (2011). Die MAGRIP-Studie (1968-2009). Wie beeinflussen sozio-kognitive Merkmale von Kindern im Grundschulalter und ihre Bildungswege ihr späteres Leben als Erwachsene in Luxemburg?. Luxemburg: Universität Luxemburg, Forschungseinheit EMACS. REPORT.

Brunner, M., Keller, U., Dierendonck, C., Reichert, M., Ugen, S., Fischbach, A. & Martin, R. (2010). The structure of academic self-concepts revisited: The nested Marsh/Shavelson model. Journal of Educational Psychology, 102, 964-981.

Baumert, J., Lüdtke, O., Trautwein, U. & Brunner, M., (2009). Large-scale student assessment studies measure the results of processes of knowledge acquisition: Evidence in support of the distinction between intelligence and student achievement. Educational Research Review, 4, 165-176.

Brunner, M. (2008). No g in education? Learning and Individual Differences, 18, 152-165.

Brunner, M., Lüdtke, O. & Trautwein, U. (2008). The internal/external frame of reference model revisited: Incorporating general cognitive ability and general academic self-concept. Multivariate Behavioral Research, 43, 137-172.

Krauss, S., Brunner, M., Kunter, M., Baumert, J., Blum, W., Neubrand, M. & Jordan, A. (2008). Pedagogical content knowledge and content knowledge of secondary mathematics teachers. Journal of Educational Psychology, 100, 716-725.

Brunner, M., Artelt, C., Krauss, S. & Baumert, J. (2007). Coaching for the PISA test. Learning and Instruction, 17, 111-122.

Brunner, M. & Süß, H.-M. (2005). Analyzing the reliability of multidimensional measures: An example from intelligence research. Educational and Psychological Measurement, 65, 227-240.