Martin Julian Merten works as researcher in the Department of Environmental Psychology since February 2020. At the moment, he is working on his doctoral thesis about the knowledge on climate impacts of behaviours, heuristics and systemic misperceptions of carbondioxide reduction potentials and the effects of those on pro-environmental behaviour. Previously he examined the relations between acceptance of carbon pricing, knowledge about carbon intensity, and possibilities for behavioural change to reduce the carbon emissions of individuals in the project KlimaHand.
Martin did his Bachelor in psychology at Otto-von-Guericke-University Magdeburg, writing his bachelor thesis on adaptive testing with the Rasch-Modell. He continued his studies at OvGU with a Master in environmental psychology. His master thesis was on students motivation towards learning science.
Martin previously worked from 2013 to 2019 as student assistant in the Department of Personality and Social Psychologie at the Otto-von-Guericke University. There he worked mainly in projects on measurement of enviromental attitude, science knowledge and fascination for science within the Campbell-Paradigm.
Matthies, E. & Merten, M. (2022). High-income Households—Damned to consume or free to engage in high-impact energy-saving behaviours? Journal of Environmental Psychology, 101829. https://doi.org/10.1016/j.jenvp.2022.101829.
Merten, M. J., Becker, A. C. & Matthies, E. (2022). What explains German consumers’ acceptance of carbon pricing? Examining the roles of pro-environmental orientation and consumer coping style. Energy Research & Social Sciene, 85, 102367. https://doi.org/10.1016/j.erss.2021.102367.
Kaiser, F. G., Merten, M., & Wetzel, E. (2018). How do we know we are measuring environmental attitude? Specific objectivity as the formal validation criterion for measures of latent attributes. Journal of Environmental Psychology, 55, 139-146.
Otto, S., Körner, F., Marschke, B. A., Merten, M. J., Brandt, S., Sotiriou, S. & Bogner, F. X. (2020). Deeper learning as integrated knowledge and fascination for Science. International Journal of Science Education.