Schriften (Auswahl)
Gebauer, M. M. & Schöber, C. (2022). Mediated relationships between academic self-efficacy and characteristics of math performance differences between boys and girls and students from immigrant and non-immigrant backgrounds, In J. Carmona (Ed.) The Importance of Self-Efficacy and Self-Compassion. New York: NOVA.
Gebauer, M. M., McElvany, N., Bos, W., Köller, O., & Schöber, C. (2022). Qualitätsvoller Unterricht und lesebezogene Selbstwirksamkeitsüberzeugungen von Schülerinnen und Schülern (High quality teaching and students' reading-related self-efficacy beliefs). Psychologie in Erziehung und Unterricht, 69(1), 2-21.
Gebauer, M. M., McElvany, N., Köller, O., & Schöber, C. (2021). Cross-Cultural Differences in Academic Self-Efficacy and Its Sources across Socialization Contexts. Social Psychology of Education. 1-26 (Online First).
Gebauer, M. M. & McElvany, N. (2020). Einstellungen und Motivation bezogen auf kulturell-ethnisch heterogene Schülerrinnen- und Schülergruppen und ihre Bedeutung für differenzielle Instruktion im Unterricht (Attitudes and motivation related to culturally diverse classrooms and their meaning for differential instruction in the classroom). Zeitschrift für Erziehungswissenschaft, 23, 685–708.
Gebauer, M. M., McElvany, N., Bos, W., Köller, O., & Schöber, C. (2019). Determinants of academic self-efficacy in different socialization contexts: investigating the relationship between students’ academic self-efficacy and its sources in different contexts. Social Psychology of Education, 1-20 (Online First).
McElvany, N., Ferdinand, H. D., Gebauer, M. M., Bos, W., Huelmann, T., Köller, O., & Schöber, C. (2018). Attainment-aspiration gap in students with a migration background: The role of self-efficacy. Learning and Individual Differences, 65, 159-166.
Schöber, C., Schütte, K., Köller, O., McElvany, N., & Gebauer, M. M. (2018). Reciprocal effects between self-efficacy and achievement in mathematics and reading. Learning and Individual Differences, 63, 1-11.
Gebauer, M. M. & McElvany, N. (2017). Zur Bedeutsamkeit unterrichtsbezogener heterogenitätsspezifischer Einstellungen angehender Lehrkräfte für zukünftiges Unterrichtsverhalten (Instructional related heterogeneity specific attitudes of prospective teachers for future teaching behavior). Psychologie in Erziehung und Unterricht, 64(3), 163-180.
Hartwig, S., Schwabe, F., Gebauer, M. M., & McElvany, N. (2017). Wie beurteilen Lehrkräfte und Lehramtsstudierende Leistungsheterogenität? Ausprägungen und Prädiktoren von Einstellungen und Motivation (How do teachers and student teachers assess performance heterogeneity? Characteristics and Predictors of Attitudes and Motivation). Psychologie in Erziehung und Unterricht, 64(2), 94-108.
Schwabe, F., McElvany, N., Trendtel, M., Gebauer, M. M.,& Bos., W. (2014). Vertiefende Analysen zu migrationsbedingten Leistungsdifferenzen in Leseaufgaben – Differenzielles Itemfunktionieren für Kinder mit und ohne Migrationshintergrund auf Basis der Internationalen Grundschul-Lese-Untersuchung (IGLU) (In-depth analyses of migration-related performance differences in reading tasks - differential item functioning for children with and without a migration background based on the International Primary School Reading Survey (IGLU)). Zeitschrift für Pädagogische Psychologie, 28(3), 1-12.
El-Khechen, W., Gebauer, M. M., & McElvany, N. (2012). Wortschatzförderung bei Grundschulkindern. Ein Vergleich von Kindern mit und ohne Migrationshintergrund (Impact of vocabulary training for Primary school children. A comparison of children with and without a migration background). Zeitschrift für Grundschulforschung, 5(2), 48-63.
Hartmann, R. M., McElvany, N., Gebauer, M. M., & Bos, W. (2012). Differential patterns of school motivation in students of culturally and linguistically diverse backgrounds. Tertium Comparationis. Journal für International und Interkulturell Vergleichende Erziehungswissenschaft, 18(2), 209–223.
Vorträge (Auswahl)
Gebauer, M. M. (2019, September). Heterogenitätsspezifische unterrichtsbezogene Einstellungen von Lehrkräften (Heterogeneity-specific instructional related attitudes of teachers). Symposium presentation at the 84th Meeting of the Association for Empirical Pedagogical Research (AEPF), Münster, Germany.
Stang, J., Gebauer, M. M., & McElvany, N. (2019, August). Relations between heterogeneity-related teaching attitudes and motivation and instructional Quality. Paper presented at the 18th Biennial Conference of the European Association for Research in Learning and Instruction (EARLI), Aachen, Germany.
Gebauer, M. M. (2018, September). Differentielle Analysen der unterrichtsbezogenen Einstellungen von angehenden Lehrkräften (Differential analyses of prospective teachers' instructional attitudes). Symposium presentation at the 83rd Meeting of the Association for Empirical Pedagogical Research (AEPF), Lüneburg, Germany..
Gebauer, M. M.& McElvany (2018, Februar). Unterrichtsbezogene Einstellungen von angehenden Lehrenden (Teaching-related attitudes of prospective teachers). Symposium presentation at the 6th conference of thw German Association for Empirical Educational Research (GEBF), Basel, Switzerland.
Gebauer, M. M.& McElvany, N. (2017, April). Impact of Teacher Consideration of Students’ Heterogeneity. Symposium presentation at the Annual Meeting of the American Educational Research Association (AERA), San Antonio, TX.
McElvany, N., Gebauer, M. M., Bos, W., Schöber, C., & Köller, O. (2016, März). Prädiktion von Motivation und Kompetenz in Mathematik und Lesen: Die Bedeutung der Selbstwirksamkeit im Kontext motivationaler und kognitiver Merkmale (Predicting motivation and competence in mathematics and reading: The importance of self-efficacy in the context of motivational and cognitive characteristics). Symposium presentation at the 4th Conference of the German Association for Empirical Educational Research (GEBF), Berlin, Germany.
Ferdinand, H. D., Huelmann, T., McElvany, N., Gebauer, M. M., Köller, O., & Schöber, C. (2015, April). The Impact of Perceived Teaching Quality on Self-Efficacy Change. Paper presented at the Annual Meeting of the American Educational Research Association (AERA), Chicago, IL. (presenting author).
Gebauer, M. M., McElvany, N., Ferdinand, H. D., Huelmann, T., Bos., W, Köller, O., & Schöber, C. (2015, August).Predicting academic self-efficacy by its sources in different socialization contexts. Symposium presentation at the 16th Biennial Conference of the European Association for Research in Learning and Instruction (EARLI), Limassol, Cyprus.
Gebauer, M. M.(2015, Mai). Constat et Evaluation des nouvelles politiques d’aménagement des temps de vie des jeunes - Une chercheuse allemande. Table rondes, Colloque Ortej, Paris, France.
Gebauer, M. M., McElvany, N., Bos, W., Ferdinand, H.D., Huelmann, T., Köller, O., & Schöber, C. (2014, September). Bedeutung von Zielorientierung für fachbezogene Selbstwirksamkeit und Interesse unter Berücksichtigung des Migrationshintergrundes von Schülerinnen und Schülern (Importance of goal orientation for subject-related self-efficacy and interest, taking into account the migration background of students). Symposium presentation at the 49th Congress of the German Associationof Psychology (DGPs), Bochum, Germany.
