Dr. Mirjam Weis
Deputy lead PISA National Center
National project manager PISA
Research associate

Phone: +49.89.289.28279
Room: 225
Hours:
on appointment
Mail
: Mirjam Weis


Vita

  • National Project Manager of PISA in Germany (since 09/2018)
  • Deputy project manager of the national and scientific project management of PISA 2018 at the Technical University of Munich, TUM School of Education, Centre for International Student Assessment (ZIB) (since 02/2017) 
  • Researcher in the Programme for International Student Assessment (PISA) at the TUM School of Education, Centre for International Student Assessment (ZIB), Technical University of Munich (since 04/2016) 
  • Interim Professorship for Developmental Psychology, Department of Psychology, University of Konstanz (10/2018 - 03/2019)
  • Doctoral Student, Department of Psychology, University of Konstanz, Germany (11/2012 – 10/2015), Advisor: Prof. Dr. Gisela Trommsdorff, Title of the Dissertation: "Self-Regulation and School Achievement in Contexts: Aspects of Gender, Parenting, and Culture" (summa cum laude)
  • Associated Doctoral Student of the Graduate School of Decision Sciences, University of Konstanz (07/2013 – 10/2015)
  • Research Assistant at the Department of Psychology, University of Konstanz (11/2014 – 03/2016, 11/2012 – 02/2013)
  • Research Assistant in the project Developmental Conditions of Intentionality and its Limits at the Developmental and Cross-Cultural Psychology Unit, Department of Psychology, University of Konstanz (05/2013 – 07/2013)
  • Diploma in Psychology, University of Konstanz, Germany (10/2006 – 04/2012), Diploma Thesis: “Gender Differences in Academic Achievement: Which Role Plays Self-Regulation?” (grade: 1.0)

Detailed Vita as pdf-file


Research Interests


Activities

  • PISA 2015
  • PISA 2018
  • PISA 2022
  • Relationships between socialization goals and practices of mothers and children’s self-regulation in different cultural contexts. International Project in Cooperation with Research Partners in Colombia, Chile, Costa Rica, and Germany.
  • Parental ideas and goals about infants’ and toddlers’ smartphone and tablet use. International Online Survey.


Selected Publications

  • Weis, M., & Heine, J.-H. (2020). Assessing emotion regulation strategies in Chile: A Spanish language adaptation of the German SSKJ 3-8 scales. Frontiers in Psychology, 10. http://dx.doi.org/10.3389/fpsyg.2019.02870➚
  • Reiss, K., Weis, M., Klieme, E., & Köller, O. (2019). PISA 2018. Grundbildung im internationalen Vergleich [PISA 2018: Literacy in international comparison]. Münster: Waxmann. https://doi.org/10.31244/9783830991007➚
  • Zehner, F., Weis, M., Vogel, F., Leutner D. & Reiss, K. (2019). Kollaboratives Problemlösen in PISA 2015: Deutschland im Fokus [Collaborative Problem Solving in PISA 2015: Focusing on Germany]. Zeitschrift für Erziehungswissenschaft.
  • Jaramillo, J. M., Rendón, M. I., Muñoz, L., Weis, M., & Trommsdorff, G. (2017). Children’s self-regulation in cultural contexts: The role of parental socialization theories, goals, and practices. Frontiers in Psychology, 8. dx.doi.org/10.3389/fpsyg.2017.00923
  • Weis, M., Trommsdorff, G., & Muñoz, L. (2016). Children's self-regulation and school achievement in cultural contexts: The role of maternal restrictive control. Frontiers in Psychology, 7. dx.doi.org/10.3389/fpsyg.2016.00722
  • Weis, M., Zehner, F., Sälzer, C., Strohmaier, A., Artelt, C. & Pfost, M. (2016). Lesekompetenz in PISA 2015: Ergebnisse, Veränderungen und Perspektiven [Reading ability in PISA 2015: Results, changes, and perspectives]. In K. Reiss, C. Sälzer, A. Schiepe-Tiska, E. Klieme & O. Köller (Hrsg.), PISA 2015. Eine Studie zwischen Kontinuität und Innovation [PISA 2015: A study between continuity and innovation] (S. 249–283). Münster: Waxmann.
  • Weis, M., Heikamp, T., & Trommsdorff, G. (2013). Gender differences in school achievement: The role of self-regulation. Frontiers in Psychology, 4. http://dx.doi.org/10.3389/fpsyg.2013.00442➚

Complete Publication Record as pdf-file


Find me


ResearchGate➚

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