Prof. Dr. Lisa Bardach

Lisa Bardach is an Assistant Professor at the Hector Research Institute of Education Sciences and Psychology and has accepted an appointment to the W3 professorship at the University of Giessen as of 1 April 2024.

Her current research program centers on individual differences between students and their interplay. In addition, she seeks to better understand and promote children’s and adolescents’ positive development at school in multiple domains, such as their motivation, learning and academic achievement, personality, self-beliefs, and socio-emotional development. She is interested in exploiting the potential of digital technologies as tools to foster students’ positive development in different domains. A further major emphasis of her research program focuses on the role of teaching, classroom, and peer processesfor students‘ development at school.

Previously, Lisa Bardach worked as a post-doctoral researcher at the University of York. She obtained her PhD in Psychology at the University of Vienna and received two awards for her dissertation (Dissertation Award 2020 of the Austrian Association for Psychology and Doc Award 2019 for outstanding doctoral theses of the University of Vienna awarded across all disciplines). In 2020 she furthermore received the Elsevier Scopus Early Career UK Researcher Award. In 2021 she received the Mensa Award for Excellence in Research.


Peer-reviewed Publications

  • Bardach, L., Yanagida, T., Goetz, T., Jach, H., & Pekrun, R. (2023). Self-regulated and externally regulated learning in adolescence: Developmental trajectories and relations with teacher behavior, parent behavior, and academic achievement. Developmental Psychology. Advance Online Publication.
  • Bardach, L., Hübner, N., Nagengast, B., Trautwein, U., & von Stumm, S. (2023). Personality, intelligence, and academic achievement: Charting their developmental interplay. Journal of Personality. Advance Online Publication.
  • Oczlon, S., Boda, Z., Schwab, S., Bardach, L., Lehofer, M., & Lüftenegger, M. (2023). Ethnic in-and out-group friendships going into early adolescence: Prevalence, quality, stability, and the role of the network structure. The Journal of Early Adolescence. Advance Online Publication.
  • Bardach, L., Klassen, R. M., & Perry, N. E. (2022). Teachers’ psychological characteristics: Do they matter for teacher effectiveness, teachers’ well-being, retention, and interpersonal relations? An integrative review. Educational Psychology Review, 34, 259-300.
  • Bardach, L., Yanagida, T., Gradinger, P. & Strohmeier, D. (2022). Understanding for which students and classes a socio-ecological aggression prevention program works best: Testing individual student and class level moderators. Journal of Youth & Adolescence, 51, 225-243.
  • Appel. T., Bardach, L. & Kasneci, E. (2022). Predicting decision-making during an intelligence test via semantic Scanpath Comparisons. ETRA 2022 Symposium on Eye Tracking Research and Applications, Article 46, 1-5.
  • Bardach, L., Yanagida, T., & Strohmeier, D. (2022). Revisiting the intricate interplay between aggression and preadolescents’ school functioning: Longitudinal predictions and multi-level latent profiles. Developmental Psychology, 58(4), 714-729.
  • Bardach, L.*, Daumiller, M.*, & Lüftenegger, M. (2022). Multiple social and academic achievement goals: Students’ goal profiles and their linkages. Journal of Experimental Education, 1-21. (*split first authorship)
  • Wai, J., Bardach, L., & Bich, T. (2022). What longitudinal research and large-scale population representative studies can tell us about gifted students and education policy 50 years after the Marland Report. Journal for the Education of the Gifted, 45(1), 46-63.
  • Bardach, L. & Klassen, R.M. (2021). Teacher motivation and student outcomes: Searching for the signal. Educational Psychologist, 56(4), 283-297.
  • Bardach, L., Klassen, R. M., Durksen, T. L., Rushby, J. V., Bostwick, K., & Sheridan, L. (2021). The power of feedback and reflection: Testing an online scenario-based learning intervention for student teachers. Computers & Education, 169, 104194.
  • Zitzmann, S., Wagner, W., Hecht, M., Helm, C., Fischer, C., Bardach, L., & Göllner, R. (2022). How many classes and students should ideally be sampled when assessing the role of classroom climate via student ratings on a limited budget? An optimal design perspective. Advance Online Publication. Educational Psychology Review, 34(2), 511-536.
  • Oczlon, S., Bardach, L., & Lüftenegger, M. (2021). Immigrant adolescents’ perceptions of cultural pluralism climate: Relations to self-esteem, academic self-concept, achievement and discrimination. New Directions for Child and Adolescent Development, 177, 51-75.
  • Bardach, L., Yanagida, T., Morin, A. J. S., & Lüftenegger, M. (2021). Is everyone in class in agreement and why (not)? Using student and teacher reports to predict within-class consensus on goal structures. Learning & Instruction, 71, 101400.
  • Klassen, R.M., Granger, H., & Bardach, L. (2021). Attracting prospective STEM teachers using realistic job previews: A mixed methods study. European Journal of Teacher Education, 1-23.
  • Klassen, R.M., Rushby, J.V., Maxwell, L., Durksen, T., Sheridan, L., & Bardach, L. (2021). The development and testing of an online scenario-based learning activity to prepare preservice teachers for teaching placements. Teaching & Teacher Education, 104, 103385.
  • Bardach, L., Rushby, J., & Klassen, R. M. (2021). The selection gap in teacher education: Adverse effects of ethnicity, gender, and socio-economic status on situational judgment test performance. British Journal of Educational Psychology, 91(3), e12405.
  • Klassen, R. M., Rushby, J. V., & Durksen, T. L., & Bardach, L.  (2021). Examining teacher recruitment strategies in England. Journal of Education for Teaching, 47(2), 163-185.
  • Bardach, L., Rushby, J. V., Kim, L. E., & Klassen, R. M. (2021). Using video-based situational judgment tests for teacher selection: A quasi-experiment exploring the relations between test format, subgroup differences, and applicant reactions. European Journal of Work and Organizational Psychology, 30(2), 251-264.
  • Bardach, L., Oczlon, S., Pietschnig, J., & Lüftenegger, M. (2020). Has achievement goal theory been right? A meta-analysis of the relation between goal structures and personal achievement goals. Journal of Educational Psychology, 112, 1197-1220.
  • Bardach, L., & Klassen, R. M. (2020). Smart teachers, successful students? A systematic review of the literature on teachers’ cognitive abilities and teacher effectiveness. Educational Research Review, 30, 100312.
  • Bardach, L., Yanagida, T., Klassen, R. M., & Lüftenegger, M. (2020). Normative and appearance performance-approach goal structures: Two-level factor structure and external linkages. Journal of Experimental Education, 90(1), 130-145.
  • Bardach, L., Yanagida, T., & Lüftenegger, M. (2020). Studying classroom climate effects in the context of multi-level structural equation modelling: An application-focused theoretical discussion and empirical demonstration. International Journal of Research and Method in Education, 43(4), 1-16.
  • Klassen, R. M., Kim, L. E., Rushby, J., & Bardach, L. (2020). Can we improve how we screen applicants for initial teacher education? Teaching and Teacher Education, 87, 102949.
  • Bardach, L., Yanagida, T., Schober, B., & Lüftenegger, M. (2019). Students’ and teachers’ perceptions of goal structures – Will they ever converge? Exploring changes in student-teacher agreement and reciprocal relations to self-concept and achievement. Contemporary Educational Psychology, 59, 101799. 
  • Bardach, L., Graf, D., Yanagida, T., Kollmayer, M., Spiel, C., & Lüftenegger, M. (2019). Gendered pathways to bullying via social achievement goals – Mediating effects of sense of belonging and non-inclusive group norms. Journal of School Violence, 19, 248-263.
  • Bardach, L., Lüftenegger M., Oczlon, S., Spiel, C., & Schober, B. (2019). Context-related problems and university students’ dropout intentions – The buffering effect of personal best goals. European Journal of Psychology of Education, 35, 477-493.
  • Bardach, L., Lüftenegger, M., Yanagida, T., Spiel, C., & Schober, B. (2019). Achievement or agreement – Which comes first? Clarifying the temporal ordering of achievement and within-class consensus on classroom goal structures. Learning and Instruction, 61, 72–83.
  • Bardach, L., Lüftenegger, M., Yanagida, T., Spiel, C., & Schober, B. (2019). The role of within-class consensus on mastery goal structures in predicting socio-emotional outcomes. British Journal of Educational Psychology, 89, 239–258.
  • Bardach, L., Popper, V. Hochfellner, E., & Lüftenegger M. (2019). Associations between vocational students’ perceptions of goal structures, mastery goals, and self-efficacy in five subjects – Practical relevance as a potential mediator. Empirical Research in Vocational Education and Training, 11, 1–18.
  • Probst, L., Bardach, L., Kamusingize, D., Templer, N., Ogwali, H., Owamani, A., Mulumba, L., Onwonga, R., & Adugna, B. T. (2019). A transformative university learning experience contributes to sustainability attitudes, skills and agency. Journal of Cleaner Production, 232, 648–656.
  • Lüftenegger, M., Bardach, L., Bergsmann, E., Schober, B., & Spiel, C. (2019). A citizen science approach to measuring students’ achievement goals. International Journal for Educational Research, 95, 36–51.
  • Janke, S., Bardach, L., Oczlon, S., & Lüftenegger, M. (2019). Enhancing feasibility when measuring teachers’ motivation: A brief scale for teachers’ achievement goal orientations. Teaching and Teacher Education, 83, 1–11.
  • Bardach, L., Khajavy, G. H., Hamedi, S. M., Schober, B., & Lüftenegger, M. (2018). Student-teacher agreement on classroom goal structures and potential predictors. Teaching and Teacher Education, 74, 249–260.
  • Bardach, L., Yanagida, T., Schober, B., & Lüftenegger, M. (2018). Within-class consensus on classroom goal structures - Relations to achievement and achievement goals in mathematics and language classes. Learning and Individual Differences, 67, 68–90.
  • Khajavy, H. G., Bardach, L., Hamedi, S. M., & Lüftenegger, M. (2018). Broadening the nomological network of classroom goal structures using doubly latent multilevel modeling. Contemporary Educational Psychology, 52, 61–73.
  • Lüftenegger, M., Tran, U., Bardach, L., Schober, B., & Spiel, C. (2017). Measuring a mastery goal structure using the TARGET framework: Development and validation of a classroom goal structure questionnaire. Zeitschrift für Psychologie, 225, 64–75.

Curriculum Vitae

since 04/2024
W3 professorship

at the University of Giessen

since 12/20
Assistant Professor

Hector Research Institute of Education Sciences and Psychology, University of Tübingen

Junior Research Group Leader

Hector Research Institute of Education Sciences and Psychology, University of Tübingen

Post-doctoral Research Fellow

University of York, UK

Post-doctoral Researcher

University of Vienna, Austria

PhD in Psychology

University of Vienna, Austria

Master of Science in Psychology

University of Vienna, Austria

Bachelor of Science in Psychology

University of Vienna, Austria

Mag.rer.nat in Sportwissenschaft

University of Vienna, Austria