Samuel Essler, M. Sc.

Contact Info:


Phone Number: 0176/ 38 400 012
Room: 3420


View profile on Google Scholar or ResearchGate

Main Research Topics

  • Parent-child interactions
  • Early development of morality

Curriculum Vitae

Since 2019

Research Associate at the Chair of Developmental Psychology at the LMU München



Master's Degree in Learning Sciences Psychology (M. Sc.) at the LMU München


2011 - 2013 & 2016 - 2017

Bachelor's Degree in Psychologie (B.Sc.) at the Eberhard-Karls-Universität Tübingen & Private Hochschule Göttingen



2013 - 2017

Bachelor's Degreein Social Work and Education (B.A.) at the Hochschule RheinMain Wiesbaden


In Press


Essler, S. & Paulus, M. (in press). Caregivers’ Everyday Moral Reasoning Predicts Young Children’s

Aggressive, Prosocial, and Moral Development: Evidence from Ambulatory Assessment. Infancy.




Essler, S., Christner, N., Becher, T., & Paulus, M. (2023). The ontogenetic emergence of

normativity:  How action imitation relates to infants’ norm enforcement. Journal of Experimental Child Psychology, 227, 105591.




Essler, S., & Paulus, M. (2021). Robin Hood or Matthew? Children’s reasoning about

redistributive justice in the context of economic inequalities. Child Development, 92(4), 1254-1273.


Christner, N., Essler, S., Hazzam, A., & Paulus, M. (2021). Children’s psychological well-being

and problem behavior during the COVID-19 pandemic: An online study during the lockdown period in Germany. PloS one, 16(6), e0253473.


Essler, S., Christner, N., & Paulus, M. (2021). Longitudinal Relations Between Parental Strain,

Parent–Child Relationship Quality, and Child Well-Being During the Unfolding COVID-19 Pandemic. Child Psychiatry & Human Development, 52(6), 995-1011.


Essler, S., & Paulus, M. (2021). When do caregivers begin to view their child as a moral agent?

Comparing moral and non-moral reactions to young children’s moral transgressions. Journal of Moral Education, 50(3), 330-342.


Lenz, S., Essler, S., Wörle, M., & Paulus, M. (2021). “Who will share with me?”: Preschoolers rely

on their friends more than on their nonfriends to share with them. Journal of Experimental Child Psychology, 203, 105037.




Paulus, M., & Essler, S. (2020). Why do preschoolers perpetuate inequalities? Theoretical

perspectives on inequity preferences in the face of emerging concerns for equality. Developmental Review, 58, 100933.


Essler, S., Lepach, A. C., Petermann, F., & Paulus, M. (2020). Equality, equity, or inequality

duplication? How preschoolers distribute necessary and luxury resources between rich and poor others. Social Development, 29(1), 110-125.


Essler, S., Wörle, M., Moore, C., & Paulus, M. (2020). Preschoolers’ sharing expectations

towards friends relate to their kindergarten peer status. British Journal of Developmental Psychology, 38(1), 1-14.


Wörle, M., Essler, S., & Paulus, M. (2020). Paying it back and forward: The impact of

experiencing and observing others’ sharing and stinginess on preschoolers’ own sharing behavior and expectations. Journal of Experimental Child Psychology, 198, 104886.


Paulus, M., Erbe, J., Wolfsperger, J., Essler, S., & Wörle, M. (2020). Originalarbeit: Prosoziales

Verhalten bei Vorschulkindern mit Sprachentwicklungsstörungen. Eine explorative Studie. Frühförderung interdisziplinär, 39(3), 120-136.




Essler, S. (2019). Dynamiken menschlicher Entwicklung. Wochenschau Verlag.