G. Faber

发表

Education Science Students’ Statistics Anxiety: Developing and Analyzing a Scale for Measuring their Worry, Avoidance, and Emotionality Cognitions

G. Faber, Heike Drexler, Alexander Stappert, 2018, International Journal of Educational Psychology.

Enhancing Orthographic Competencies and Reducing Domain-Specific Test Anxiety: The Systematic Use of Algorithmic and Self- Instructional Task Formats in Remedial Spelling Training

G. Faber, 2010 .

The Effects of Visualizing and Verbalizing Methods in Remedial Spelling Training: Individual Changes in Dyslexic Students' Spelling Test Performance.

G. Faber, 2006 .

Preadolescent EFL learners’ self-efficacy expectancies before and after completion of a grammar task: Multivariate analyses of grade level, gender, and performance effects

G. Faber, 2020 .

Longitudinal effects of task performance and self-concept on preadolescent EFL learners’ causal attributions of grammar success and failure

G. Faber, 2019 .

Does Gender Moderate Dimensional Comparison Effects in L1 and L2 Self-Concepts of Secondary Foreign Language Learners?.

G. Faber, 2017 .

Measuring Education Science Students‘ Statistics Anxiety

G. Faber, J. Eichhorn, H. Drexler, 2019 .

Preschoolers' Maternal Support and Cognitive Competencies as Predictors of Elementary Achievement

Joachim Tiedemann, G. Faber, 1992 .

Gender and Achievement Differences in Secondary Students' Verbal Self-Concepts: A Closer Look beyond Bivariate Comparison

G. Faber, 2013 .

Measuring Self-Perceptions of Oral Narrative Competencies and Anxiety in the EFL Context

G. Faber, 2017 .