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Lisa Bardach
Lisa Bardach
Assistant Professor and Jacobs Foundation Research Fellow, University of Tübingen
Verified email at uni-tuebingen.de
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Cited by
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Has achievement goal theory been right? A meta-analysis of the relation between goal structures and personal achievement goals.
L Bardach, S Oczlon, J Pietschnig, M Lüftenegger
Journal of Educational Psychology 112 (6), 1197, 2020
2052020
Smart teachers, successful students? A systematic review of the literature on teachers’ cognitive abilities and teacher effectiveness
L Bardach, RM Klassen
Educational Research Review 30, 100312, 2020
1682020
Teachers’ psychological characteristics: Do they matter for teacher effectiveness, teachers’ well-being, retention, and interpersonal relations? An integrative review
L Bardach, RM Klassen, NE Perry
Educational Psychology Review 34 (1), 259-300, 2022
1372022
Measuring a mastery goal structure using the TARGET framework
M Lüftenegger, US Tran, L Bardach, B Schober, C Spiel
Zeitschrift für Psychologie, 2017
712017
Can we improve how we screen applicants for initial teacher education?
RM Klassen, LE Kim, JV Rushby, L Bardach
Teaching and Teacher Education 87, 102949, 2020
662020
A transformative university learning experience contributes to sustainability attitudes, skills and agency
L Probst, L Bardach, D Kamusingize, N Templer, H Ogwali, A Owamani, ...
Journal of Cleaner Production 232, 648-656, 2019
562019
Context-related problems and university students’ dropout intentions—the buffering effect of personal best goals
L Bardach, M Lüftenegger, S Oczlon, C Spiel, B Schober
European Journal of Psychology of Education 35, 477-493, 2020
542020
The power of feedback and reflection: Testing an online scenario-based learning intervention for student teachers
L Bardach, RM Klassen, TL Durksen, JV Rushby, KCP Bostwick, ...
Computers & education 169, 104194, 2021
532021
Teacher motivation and student outcomes: Searching for the signal
L Bardach, RM Klassen
Educational Psychologist 56 (4), 283-297, 2021
502021
Enhancing feasibility when measuring teachers' motivation: A brief scale for teachers’ achievement goal orientations
S Janke, L Bardach, S Oczlon, M Lüftenegger
Teaching and Teacher Education 83, 1-11, 2019
412019
The role of within‐class consensus on mastery goal structures in predicting socio‐emotional outcomes
L Bardach, M Lüftenegger, T Yanagida, B Schober, C Spiel
British Journal of Educational Psychology 89 (2), 239-258, 2019
412019
Using video-and text-based situational judgement tests for teacher selection: a quasi-experiment exploring the relations between test format, subgroup differences, and …
L Bardach, JV Rushby, LE Kim, RM Klassen
European Journal of Work and Organizational Psychology 30 (2), 251-264, 2021
342021
Examining teacher recruitment strategies in England
RM Klassen, JV Rushby, TL Durksen, L Bardach
Journal of Education for Teaching 47 (2), 163-185, 2021
302021
Is everyone in class in agreement and why (not)? Using student and teacher reports to predict within-class consensus on goal structures
L Bardach, T Yanagida, AJS Morin, M Lüftenegger
Learning and Instruction 71, 101400, 2021
302021
Within-class consensus on classroom goal structures-Relations to achievement and achievement goals in mathematics and language classes
L Bardach, T Yanagida, B Schober, M Lüftenegger
Learning and Individual Differences 67, 78-90, 2018
292018
Studying classroom climate effects in the context of multi-level structural equation modelling: An application-focused theoretical discussion and empirical demonstration
L Bardach, T Yanagida, M Lüftenegger
International Journal of Research & Method in Education 43 (4), 348-363, 2020
282020
A citizen science approach to measuring students’ achievement goals
M Lüftenegger, L Bardach, E Bergsmann, B Schober, C Spiel
International Journal of Educational Research 95, 36-51, 2019
272019
The development and testing of an online scenario-based learning activity to prepare preservice teachers for teaching placements
RM Klassen, JV Rushby, L Maxwell, TL Durksen, L Sheridan, L Bardach
Teaching and Teacher Education 104, 103385, 2021
252021
Broadening the nomological network of classroom goal structures using doubly latent multilevel modeling
GH Khajavy, L Bardach, SM Hamedi, M Lüftenegger
Contemporary Educational Psychology 52, 61-73, 2018
232018
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
S Zitzmann, W Wagner, M Hecht, C Helm, C Fischer, L Bardach, R Göllner
Educational Psychology Review, 1-26, 2022
222022
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