Assistant Professor

Christin studied Psychology in Frankfurt am Main (Germany) and in Paris (France). She completed her PhD Degree in Psychology from Goethe University Frankfurt, Germany in 2015.



After having served as lecturer in American University of Paris (France) and in Goethe University Frankfurt (Germany), Christin worked as Postdoctoral Associate in New York University Abu Dhabi. In 2019, Christin has been appointed Assistant Professor of Psychology in the College of Natural and Health Sciences in Zayed University.


Abu Dhabi - Khalifa City, FFI-1-051


+971 2 599 3116

Teaching Areas

Her areas of competence are developmental, social and cognitive psychology as well as personality and identity theory.

Research and Professional Activities

Christin studies the role of autobiographical memory and life story for people’s identity development. Her research is theoretically informed by the principle that identity is a person’s internalized and evolving life story. Thus, she investigates the cognitive and narrative processes that people use to remember and share their past and to derive insight in their own personality and identity over the course of their life.

Christin has presented her research at numerous international conferences and published in prestigious, high-ranked peer-reviewed journals. Additionally, she serves as reviewer for several scientific journals in her field.

Google Scholar


  • Grysman, A., Camia, C., & Pasupathi, M. (2023). Different routes to conversational influences on autobiographical memory. Journal of Applied Research in Memory and Cognition. Advance online publication.
  • Camia, C., Motiani, S., & Waters, T. (2022). On the way to adult identity: An evaluation of identity status and narrative identity models of development. Journal of Research in Personality, 101, 104304.
  • Müller, H., & Camia, C. (2022. Uniformity and Polarization: Women’s Empowerment in the Public Press of GCC States. Politics & Gender, 1-29..

  • Farouk, S., & Camia, C. (2022). Narrative identities of teachers from the German Democratic Republic. Qualitative Psychology, 9, 45–61.

  • Camia, C., Sengsavang, S., Rohrmann, S., & Pratt, M. W. (2021). The longitudinal influence of parenting and parents’ traces on narrative identity in young adulthood. Developmental Psychology, 57, 1991–2005.

  • Camia, C., & Zafar, R. (2021). Autobiographical meaning making protects the sense of self-continuity past forced migration. Frontiers in Psychology, 12, 618343.

  • Camia, C., & Habermas, T. (2020). Explaining change in content of life narratives over time. Memory, 28, 655–668.

  • Camia, C., Desmedt, O., & Luminet, O. (2020). Exploring autobiographical memory specificity and narrative emotional processing in alexithymia. Narrative Inquiry, 30, 59–79.

  • Camia, C., Menzel, C., & Bohn, A. (2019). A positive Living-in-History effect: the case of the fall of the Berlin Wall. Memory, 27, 1381–1389.

  • Waters, T. E. A., Camia, C., Facompré, C. R., & Fivush, R. (2019). A meta-analytic examination of maternal reminiscing style: Elaboration, gender, and children’s cognitive development. Psychological Bulletin, 145, 1082–1102.

  • Köber, C., Kuhn, M. M., Peters, I., & Habermas, T. (2019). Mentalizing oneself: detecting reflective functioning in life narratives. Attachment & Human Development, 21, 313–331.

  • Köber, C., Facompré, C. R., Waters, T. E. A., & Simpson, J. A. (2019). Autobiographical memory stability in the context of the Adult Attachment Interview. Cognition, 191.

  • Köber, C., & Habermas, T. (2018). Parents’ traces in life: When and how parents are presented in spontaneous life narratives. Journal of Personality, 86, 679–697.

  • Köber, C., & Habermas, T. (2017). How stable is the personal past? Stability of most important autobiographical memories and life narratives across eight years in a life span sample. Journal of Personality and Social Psychology, 113, 608–626.

  • Köber, C., Schmiedek, F., & Habermas, T. (2015). Characterizing Lifespan Development of Three Aspects of Coherence in Life Narratives : A Cohort-Sequential Study. Developmental Psychology, 51, 260–275.