Hector-Institut für Empirische Bildungsforschung

Prof. Dr. Lisa Bardach

Lisa Bardach ist Juniorprofessorin am Hector-Institut für Empirische Bildungsforschung. In ihrem Forschungsprogramm beschäftigt sie sich mit der Untersuchung adaptiver Schüler*innenmerkmale (motivationale Charakteristiken, kognitive, sozio-emotionale und persönlichkeitsbezogene Faktoren, Selbstregulation). Ein weiterer Schwerpunkt ihrer Forschung liegt im Bereich der Unterrichtsqualitätsforschung. Zudem untersucht sie Kompetenzen sowie kognitive und non-kognitive Charakteristiken von Lehrkräften und forscht zu Lehrkräfteselektion und -recruitment und der Aus-/Weiterbildung von Lehrkräften.

Vor ihrer Tätigkeit als Nachwuchsgruppenleiterin am Hector-Institut für Empirische Bildungsforschung arbeitete sie als Post-doctoral Research Fellow an der Universität York (UK). Sie promovierte in Psychologie an der Universität Wien. Ihre Dissertation wurde mit zwei Preisen ausgezeichnet (Dissertationspreis 2020 der Österreichischen Gesellschaft für Psychologie und fächerübergreifend vergebener „Doc Award“ 2019 für herausragende Dissertationen der Universität Wien). 2020 erhielt sie zudem den Elsevier Scopus Early Career UK Researcher Award.

Publikationen

Journal Articles

2021

  • Bardach, L., Klassen, R. M., & Perry, N. E. (2021). Teachers’ psychological characteristics: Do they matter for teacher effectiveness, teachers’ well-being, retention, and interpersonal relations? An integrative review. Educational Psychology Review. Advance Online Publication. https://doi.org/10.1007/s10648-021-09614-9 Open Access
  • 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. Advance Online Publication. https://doi.org/10.1016/j.compedu.2021.104194
  • 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. Advance Online Publication. https://doi.org/10.1002/cad.20412
  • 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. Advance Online Publication. https://doi.org/10.31234/osf.io/r6efk
  • Klassen, R.M., Bardach, L., Rushby, J.V., Maxwell, L., Durksen, T., & Sheridan, L. (2021). The development and testing of an online scenario-based learning activity to prepare preservice teachers for teaching placements. Teaching & Teacher Education. Advance Online Publication.
  • 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. Advance Online Publication. https://doi.org/10.1111/bjep.12405
  • Klassen, R. M., Rushby, J. V., & Durksen, T. L., & Bardach, L.  (2021). Examining teacher recruitment strategies in England. Journal of Education for Teaching. Advance Online Publication. https://doi.org/10.1080/02607476.2021.1876501

2020

  • 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. doi:10.1037/edu0000419
  • 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. Advance Online Publication. doi:10.1016/j.edurev.2020.100312
  • Bardach, L., Yanagida, T., Morin, A. J. S., & Lüftenegger, M. (2020). Is everyone in class in agreement and why (not)? Using student and teacher reports to predict within-class consensus on goal structures. Learning & Instruction. Advance Online Publication. doi:10.1016/j.learninstruc.2020.101400
  • 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. Advance Online Publication. doi:10.1080/00220973.2020.1729081
  • 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. doi:10.1080/1743727X.2020.1791071
  • 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. Advance Online Publication. doi: 10.1016/j.tate.2019.102949
  • Bardach, L., Rushby, J. V., Kim, L. E., & Klassen, R. M. (2020). 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. Advance Online Publication. doi:10.1080/1359432X.2020.1736619

2019

  • 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. Advance Online Publication. doi:10.1016/j.cedpsych.2019.101799
  • 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. doi:10.1080/15388220.2019.1660883
  • 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. doi:10.1007/s10212-019-00433-9
  • Bardach, L., Lüftenegger, M., Yanagida, T., Spiel, C., & Schober, B. (2019). Achievement or agreement – What comes first? Clarifying the temporal ordering of achievement and within-class consensus on classroom goal structures. Learning and Instruction, 61, 72–83. doi:10.1016/j.learninstruc.2019.01.003
  • 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. doi:10.1111/bjep.1223
  • 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(9),1–18. doi:10.1186/s40461-019-0084-0
  • 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 Production232, 648–656. doi:10.1016/j.jclepro.2019.05.395
  • 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. doi:10.1016/j.ijer.2019.03.003
  • 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, 1–11. doi:10.1016/j.tate.2019.04.003

​​​​​​​2018

  • 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. doi:10.1016/j.tate.2018.05.010
  • 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. doi:10.1016/j.lindif.2018.07.002
  • 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. doi:10.1016/j.cedpsych.2017.10.004

​​​​​​​2017

  • 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. doi:10.1027/2151-2604/a00027

Curriculum Vitae

Seit 12/20
Juniorprofessorin (W1)

Hector-Institut für Empirische Bildungsforschung, Universität Tübingen

09/20-11/20
Nachwuchsgruppenleiterin

Hector-Institut für Empirische Bildungsforschung, Universität Tübingen

01/19-08/20
Post-doctoral Research Fellow

Universität York, UK

09/18-12/18
Postdoktorandin

Universität Wien, Österreich

08/18
Doktor in Psychologie

Universität Wien, Österreich

01/16
Master of Science in Psychologie

Universität Wien, Österreich

02/14
Bachelor of Science in Psychologie

Universität Wien, Österreich

04/14
Mag.rer.nat in Sportwissenschaft

Universität Wien, Österreich