Lisa Bardach
Biographic Data
| ID | 1661350 |
|---|---|
| NAME | Lisa Bardach |
| GIVEN NAMES | Lisa |
| FAMILY NAME | Bardach |
| SIGNATURE | BARDACH L |
| AFFILIATIONS | University of Tübingen |
| ORCID | 0000-0002-2168-3117 |
| VERIFIED | Yes |
| TOTAL WORKS | 32 |
| TOTAL CITATIONS | 34 |
| AUTHOR COUNT | 32 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2018 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Motivation and Personality: Current Integrative Perspectives and the Way Ahead
Research over recent decades has highlighted the importance of both personality and motivation in students’ academic success. Yet, integrations of motivation and personality have rarely been adopted in educational psychology. The present article, therefore, places the motivation–personality interplay at the center. To this end, we review theoretical perspectives that offer pathways toward integration, focusing on examples from (a) theories from p…
Enhancing School Students’ Self-Regulated Learning through Generative AI Support: A Randomized Controlled Trial
Self-regulated learning (SRL) is a critical competency for academic success and lifelong learning, yet providing personalized SRL support in real-time classroom settings remains challenging. In this randomized controlled trial, we investigated whether generative-AI-(GenAI)-based interventions can effectively support SRL in secondary school students. Drawing on an integrative model of self-regulation in education, the study contrasted two types of…
Heterogeneity in students’ perceptions of teaching quality: A marker of adaptive teaching?
Students attending the same class can vary greatly in their perceptions of the teaching quality of the same lessons with the same teacher; however, the current understanding of heterogeneity in students’ perceptions of teaching quality, its sources, and implications remains limited. This study investigated whether heterogeneity in students' perceptions of teaching quality within classes may indicate that the teacher's instruction is not equally a…
Tracing need for cognition in digital learning
Need for Cognition (NFC) reflects individuals’ tendencies to engage in and enjoy effortful cognitive activities and has been linked to positive academic outcomes (e.g., higher academic achievement). However, the extent to which NFC is expressed in actual learning behaviors remains unclear. Therefore, we investigated how NFC manifests in digital learning behaviors by analyzing behavioral trace data from undergraduate students in an online chemistr…
Intelligent Tutoring Systems Need Teachers
The roles of parent and teacher support in students' academic development: Do associations change over the course of adolescence or is support always important for all students
Teachers and parents are two important sources of support for students. During adolescence, relationships with different social interaction partners undergo significant changes. However, empirical evidence on how the relative importance of parental and teacher support for adolescents' affective-motivational and performance outcomes may change over time remains limited. Additionally, effects of parent and teacher support may differ by students' ba…
Identity in the school context: A systematic review and theoretical integration of research on school diversity climate and ethnic-racial identity
Ethnic-racial identity formation is a key developmental task for children and adolescents, particularly for minoritized groups. Whereas much research on ethnic-racial identity has focused on the family’s role, syntheses examining the school context are lacking. This systematic review focuses on school diversity climate (how schools approach ethnic, racial, and cultural diversity) and students’ ethnic-racial identity development. We present the id…
Peer Dislike and Future School Adjustment in Early Adolescence: Recognizing Consequences for both Boys and Girls
A Psychological Network Analysis to Examine Interdependencies Between Fraction and Algebra Subtopics in an Intelligent Tutoring System
Curiosity overpowers cognitive effort avoidance tendencies
Curiosity has been described as a desire to learn new information, and previous studies have demonstrated that curiosity drives peoples' decision to invest resources (e.g., time or tokens) to find out answers. It is commonly assumed that curiosity should also prompt people to invest more effort until they attain unknown answers. However, experimental evidence is lacking on whether people would be willing to exert cognitive effort - in addition to…
Quantifying Individual Personality Change More Accurately by Regression-Based Change Scores
We investigated three different approaches for quantifying individual change and reporting it back to persons: (a) the common change score, which is obtained by first computing scale scores from two consecutive measurements and then subtract these scores from one another, (b) the ad-hoc approach, which is similar to the former approach but uses regression scores instead of scale scores, and (c) Kelley’s approach, which computes the change score d…
Novick Meets Bayes: Improving the Assessment of Individual Students in Educational Practice and Research by Capitalizing on Assessors’ Prior Beliefs
The assessment of individual students is not only crucial in the school setting but also at the core of educational research. Although classical test theory focuses on maximizing insights from student responses, the Bayesian perspective incorporates the assessor's prior belief, thereby enriching assessment with knowledge gained from previous interactions with the student or with similar students. We propose and illustrate a formal Bayesian approa…
Cultural diversity climate in school: A meta-analytic review of its relationships with intergroup, academic, and socioemotional outcomes
This first-of-its-kind meta-analysis (N = 79 studies; 56,552 students; k = 640 effects) provides a comprehensive assessment of five cultural diversity climate approaches that capture different ways of addressing cultural diversity in K-12 schools. We examined how intergroup contact theory's optimal contact conditions, multiculturalism climate, colorblind climate, critical consciousness climate, and polyculturalism climate were associated with chi…
Longitudinal effects of a scenario-based learning intervention on preservice teacher self-efficacy
We explore how an online ‘scenario-based learning’ (SBL) intervention is associated with the teaching-related self-efficacy of 1261 preservice teachers recruited from an initial teacher education (ITE) program in the UK. Participants completed four 1-hour online sessions involving realistic classroom scenarios and received real-time feedback on their responses. Results showed a positive upward trajectory for self-efficacy with some variation amon…
From Intellectual Investment Trait Theory to Dynamic Intellectual Investment Trait and State Theory: Theory extension, methodological advancement, and empirical illustration
This paper introduces Dynamic Intellectual Investment Trait and State Theory, an extension of Intellectual Investment Trait Theory. Our theory extension (a) centers on dynamic within-person effects of cognitive performance states on intellectual investment personality states and vice versa (i.e., reciprocal effects), (b) integrates within-person dynamics and developmental trajectories in cognitive abilities and intellectual investment traits, and…
Attracting prospective STEM teachers using realistic job previews: A mixed methods study
The purpose of this article is to report the development and implementation of a STEM teacher attraction intervention based on person-environment (and person-vocation) fit theory. Study 1 reports the administration of an 'realistic job preview' (RJP) intervention requiring participant responses, followed by experienced teacher feedback and a tailored fit message to 111 university students in STEM-related fields. Results showed a significant relat…
Personality, intelligence, and academic achievement: Charting their developmental interplay
OBJECTIVE: Although intelligence and personality traits have long been recognized as key predictors of students' academic achievement, little is known about their longitudinal and reciprocal associations. Here, we charted the developmental interplay of intelligence, personality (Big Five) and academic achievement in 3880 German secondary school students, who were assessed four times between the ages 11 and 14 years (i.e., in grades 5, 6, 7, and 8…
Ethnic In-and Out-Group Friendships Going Into Early Adolescence: Prevalence, Quality, Stability, and the Role of the Network Structure
The present study sought to investigate the friendship formation of ethnic in-and out-group friendships, as well as differences in stability and quality, while accounting for the network structure (such as the tendency to befriend friends of friends). We analyzed longitudinal data from 770 students from 42 Austrian primary school classes collected over the course of their last year of primary school. First, friendship prevalence, quality and stab…
Self-regulated and externally regulated learning in adolescence: Developmental trajectories and relations with teacher behavior, parent behavior, and academic achievement
Both self-regulation and external regulation are key to understanding adolescents' learning and positive development at school. However, evidence on the joint development of self-regulated learning and externally regulated learning during adolescence is lacking. In addition, the current knowledge on interrelations between the development of adolescents' self-regulated learning, externally regulated learning, behaviors of teachers and parents in t…
Teachers’ Psychological Characteristics: Do They Matter for Teacher Effectiveness, Teachers’ Well-being, Retention, and Interpersonal Relations? An Integrative Review
This integrative review aims to render a systematic account of the role that teachers’ psychological characteristics, such as their motivation and personality, play for critical outcomes in terms of teacher effectiveness, teachers’ well-being, retention, and positive interpersonal relations with multiple stakeholders (e.g., students, parents, principals, colleagues). We first summarize and evaluate the available evidence on relations between psyc…
Understanding for Which Students and Classes a Socio-Ecological Aggression Prevention Program Works Best: Testing Individual Student and Class Level Moderators
School-based aggression prevention programs may not be equally effective for all students and classes, depending on student and class characteristics. This study investigated moderators of a cluster randomized controlled socio-ecological aggression prevention program’s effectiveness (change from pretest to posttest, sample: 2,042 preadolescents, mean age = 11.7 years, SD = 0.09, 47.6% girls) and sustainability (change from posttest to follow-up t…
Revisiting the intricate interplay between aggression and preadolescents’ school functioning: Longitudinal predictions and multilevel latent profiles
This work refined the complex associations between aggression (aggressive behavior and victimization) and school functioning in terms of school liking, interest, achievement, and social class climate. First, using longitudinal multilevel structural equation modeling, it was shown that aggressive behavior and victimization preceded lower school liking, achievement, and social class climate at the individual student level over 1 year (Sample 1: 665…
The power of feedback and reflection: Testing an online scenario-based learning intervention for student teachers
Examining teacher recruitment strategies in England
For national education systems, the goal of an effective teacher recruitment strategy is not simply to attract more applicants, but to attract high-quality applicants who are well suited to teaching and are likely to remain in the profession. The goal of this article is to examine teacher recruitment strategies in England and to propose new models to understand and improve these strategies. We began by reviewing personnel recruitment theories and…
The development and testing of an online scenario-based learning activity to prepare preservice teachers for teaching placements
Student-teacher agreement on classroom goal structures and potential predictors
Immigrant adolescents’ perceptions of cultural pluralism climate: Relations to self‐esteem, academic self‐concept, achievement, and discrimination
A cultural pluralism climate values differences between groups and fosters learning about different cultures. This study investigated the relation between four facets of cultural pluralism climate (learning about multicultural topics, learning about intercultural relations, interest shown by teachers, interest shown by non-immigrant students) and immigrant students' self-esteem, academic self-concept, achievement and perceived discrimination. We …
Can we improve how we screen applicants for initial teacher education
Identifying the best possible candidates for initial teacher education (ITE) programs is one of the first steps in building a strong teacher workforce. We report three phases of development and testing of a contextualized teaching-focused situational judgment test (SJT) designed to screen applicants at a large and competitive ITE program in the U.K. Results showed that the SJT was a reliable and predictive tool that enhanced existing screening me…
Revisiting the intricate interplay between aggression and preadolescents’ school functioning: Longitudinal predictions and multilevel latent profiles
This work refined the complex associations between aggression (aggressive behavior and victimization) and school functioning in terms of school liking, interest, achievement, and social class climate. First, using longitudinal multilevel structural equation modeling, it was shown that aggressive behavior and victimization preceded lower school liking, achievement, and social class climate at the individual student level over 1 year (Sample 1: 665…
The development and testing of an online scenario-based learning activity to prepare preservice teachers for teaching placements
Ethnic In-and Out-Group Friendships Going Into Early Adolescence: Prevalence, Quality, Stability, and the Role of the Network Structure
The present study sought to investigate the friendship formation of ethnic in-and out-group friendships, as well as differences in stability and quality, while accounting for the network structure (such as the tendency to befriend friends of friends). We analyzed longitudinal data from 770 students from 42 Austrian primary school classes collected over the course of their last year of primary school. First, friendship prevalence, quality and stab…
Self-regulated and externally regulated learning in adolescence: Developmental trajectories and relations with teacher behavior, parent behavior, and academic achievement
Both self-regulation and external regulation are key to understanding adolescents' learning and positive development at school. However, evidence on the joint development of self-regulated learning and externally regulated learning during adolescence is lacking. In addition, the current knowledge on interrelations between the development of adolescents' self-regulated learning, externally regulated learning, behaviors of teachers and parents in t…
From Intellectual Investment Trait Theory to Dynamic Intellectual Investment Trait and State Theory: Theory extension, methodological advancement, and empirical illustration
This paper introduces Dynamic Intellectual Investment Trait and State Theory, an extension of Intellectual Investment Trait Theory. Our theory extension (a) centers on dynamic within-person effects of cognitive performance states on intellectual investment personality states and vice versa (i.e., reciprocal effects), (b) integrates within-person dynamics and developmental trajectories in cognitive abilities and intellectual investment traits, and…
Enhancing feasibility when measuring teachers' motivation: A brief scale for teachers’ achievement goal orientations
Student-teacher agreement on classroom goal structures and potential predictors
Enhancing feasibility when measuring teachers' motivation: A brief scale for teachers’ achievement goal orientations
Can we improve how we screen applicants for initial teacher education
Identifying the best possible candidates for initial teacher education (ITE) programs is one of the first steps in building a strong teacher workforce. We report three phases of development and testing of a contextualized teaching-focused situational judgment test (SJT) designed to screen applicants at a large and competitive ITE program in the U.K. Results showed that the SJT was a reliable and predictive tool that enhanced existing screening me…
The role of within‐class consensus on mastery goal structures in predicting socio‐emotional outcomes
BACKGROUND: Within-class consensus on mastery goal structures describes the extent to which students agree in their perceptions of mastery goal structures. Research on (work) teams suggests that higher levels of consensus within a group indicate a well-functioning social environment and are thus positively related to beneficial socio-emotional outcomes. However, the potential of within-class consensus to predict socio-emotional outcomes has not y…
Has achievement goal theory been right? A meta-analysis of the relation between goal structures and personal achievement goals
Achievement goal theory includes both personal motivational features (achievement goals) and contextual features (goal structures). The theory holds that the prevailing goal structures in learning environments (such as the classroom) influence the achievement goals students adopt. This meta-analysis (k = 68, N = 47,975) examined the strength of the relationships between student ratings of goal structures (mastery-approach goal structures, mastery…
The power of feedback and reflection: Testing an online scenario-based learning intervention for student teachers
Examining teacher recruitment strategies in England
For national education systems, the goal of an effective teacher recruitment strategy is not simply to attract more applicants, but to attract high-quality applicants who are well suited to teaching and are likely to remain in the profession. The goal of this article is to examine teacher recruitment strategies in England and to propose new models to understand and improve these strategies. We began by reviewing personnel recruitment theories and…
The development and testing of an online scenario-based learning activity to prepare preservice teachers for teaching placements
The selection gap in teacher education: Adverse effects of ethnicity, gender, and socio‐economic status on situational judgement test performance
BACKGROUND: Situational judgement tests (SJTs) measure non-cognitive attributes and have recently drawn attention as a selection method for initial teacher education programmes. To date, very little is known about adverse impact in teacher selection SJT performance. AIMS: This study aimed to shed light on adverse effects of gender, ethnicity, and socio-economic status (SES) on SJT scores, by exploring both main effects and interactions, and consi…
Immigrant adolescents’ perceptions of cultural pluralism climate: Relations to self‐esteem, academic self‐concept, achievement, and discrimination
A cultural pluralism climate values differences between groups and fosters learning about different cultures. This study investigated the relation between four facets of cultural pluralism climate (learning about multicultural topics, learning about intercultural relations, interest shown by teachers, interest shown by non-immigrant students) and immigrant students' self-esteem, academic self-concept, achievement and perceived discrimination. We …
Teachers’ Psychological Characteristics: Do They Matter for Teacher Effectiveness, Teachers’ Well-being, Retention, and Interpersonal Relations? An Integrative Review
This integrative review aims to render a systematic account of the role that teachers’ psychological characteristics, such as their motivation and personality, play for critical outcomes in terms of teacher effectiveness, teachers’ well-being, retention, and positive interpersonal relations with multiple stakeholders (e.g., students, parents, principals, colleagues). We first summarize and evaluate the available evidence on relations between psyc…
Understanding for Which Students and Classes a Socio-Ecological Aggression Prevention Program Works Best: Testing Individual Student and Class Level Moderators
School-based aggression prevention programs may not be equally effective for all students and classes, depending on student and class characteristics. This study investigated moderators of a cluster randomized controlled socio-ecological aggression prevention program’s effectiveness (change from pretest to posttest, sample: 2,042 preadolescents, mean age = 11.7 years, SD = 0.09, 47.6% girls) and sustainability (change from posttest to follow-up t…
Revisiting the intricate interplay between aggression and preadolescents’ school functioning: Longitudinal predictions and multilevel latent profiles
This work refined the complex associations between aggression (aggressive behavior and victimization) and school functioning in terms of school liking, interest, achievement, and social class climate. First, using longitudinal multilevel structural equation modeling, it was shown that aggressive behavior and victimization preceded lower school liking, achievement, and social class climate at the individual student level over 1 year (Sample 1: 665…
Attracting prospective STEM teachers using realistic job previews: A mixed methods study
The purpose of this article is to report the development and implementation of a STEM teacher attraction intervention based on person-environment (and person-vocation) fit theory. Study 1 reports the administration of an 'realistic job preview' (RJP) intervention requiring participant responses, followed by experienced teacher feedback and a tailored fit message to 111 university students in STEM-related fields. Results showed a significant relat…
Personality, intelligence, and academic achievement: Charting their developmental interplay
OBJECTIVE: Although intelligence and personality traits have long been recognized as key predictors of students' academic achievement, little is known about their longitudinal and reciprocal associations. Here, we charted the developmental interplay of intelligence, personality (Big Five) and academic achievement in 3880 German secondary school students, who were assessed four times between the ages 11 and 14 years (i.e., in grades 5, 6, 7, and 8…
Ethnic In-and Out-Group Friendships Going Into Early Adolescence: Prevalence, Quality, Stability, and the Role of the Network Structure
The present study sought to investigate the friendship formation of ethnic in-and out-group friendships, as well as differences in stability and quality, while accounting for the network structure (such as the tendency to befriend friends of friends). We analyzed longitudinal data from 770 students from 42 Austrian primary school classes collected over the course of their last year of primary school. First, friendship prevalence, quality and stab…
Self-regulated and externally regulated learning in adolescence: Developmental trajectories and relations with teacher behavior, parent behavior, and academic achievement
Both self-regulation and external regulation are key to understanding adolescents' learning and positive development at school. However, evidence on the joint development of self-regulated learning and externally regulated learning during adolescence is lacking. In addition, the current knowledge on interrelations between the development of adolescents' self-regulated learning, externally regulated learning, behaviors of teachers and parents in t…
Quantifying Individual Personality Change More Accurately by Regression-Based Change Scores
We investigated three different approaches for quantifying individual change and reporting it back to persons: (a) the common change score, which is obtained by first computing scale scores from two consecutive measurements and then subtract these scores from one another, (b) the ad-hoc approach, which is similar to the former approach but uses regression scores instead of scale scores, and (c) Kelley’s approach, which computes the change score d…
Novick Meets Bayes: Improving the Assessment of Individual Students in Educational Practice and Research by Capitalizing on Assessors’ Prior Beliefs
The assessment of individual students is not only crucial in the school setting but also at the core of educational research. Although classical test theory focuses on maximizing insights from student responses, the Bayesian perspective incorporates the assessor's prior belief, thereby enriching assessment with knowledge gained from previous interactions with the student or with similar students. We propose and illustrate a formal Bayesian approa…
Cultural diversity climate in school: A meta-analytic review of its relationships with intergroup, academic, and socioemotional outcomes
This first-of-its-kind meta-analysis (N = 79 studies; 56,552 students; k = 640 effects) provides a comprehensive assessment of five cultural diversity climate approaches that capture different ways of addressing cultural diversity in K-12 schools. We examined how intergroup contact theory's optimal contact conditions, multiculturalism climate, colorblind climate, critical consciousness climate, and polyculturalism climate were associated with chi…
Longitudinal effects of a scenario-based learning intervention on preservice teacher self-efficacy
We explore how an online ‘scenario-based learning’ (SBL) intervention is associated with the teaching-related self-efficacy of 1261 preservice teachers recruited from an initial teacher education (ITE) program in the UK. Participants completed four 1-hour online sessions involving realistic classroom scenarios and received real-time feedback on their responses. Results showed a positive upward trajectory for self-efficacy with some variation amon…
From Intellectual Investment Trait Theory to Dynamic Intellectual Investment Trait and State Theory: Theory extension, methodological advancement, and empirical illustration
This paper introduces Dynamic Intellectual Investment Trait and State Theory, an extension of Intellectual Investment Trait Theory. Our theory extension (a) centers on dynamic within-person effects of cognitive performance states on intellectual investment personality states and vice versa (i.e., reciprocal effects), (b) integrates within-person dynamics and developmental trajectories in cognitive abilities and intellectual investment traits, and…
Peer Dislike and Future School Adjustment in Early Adolescence: Recognizing Consequences for both Boys and Girls
A Psychological Network Analysis to Examine Interdependencies Between Fraction and Algebra Subtopics in an Intelligent Tutoring System
Curiosity overpowers cognitive effort avoidance tendencies
Curiosity has been described as a desire to learn new information, and previous studies have demonstrated that curiosity drives peoples' decision to invest resources (e.g., time or tokens) to find out answers. It is commonly assumed that curiosity should also prompt people to invest more effort until they attain unknown answers. However, experimental evidence is lacking on whether people would be willing to exert cognitive effort - in addition to…
Psychology (26 works) · Social Psychology (18 works) · Developmental psychology (12 works) · Computer Science (9 works) · Mathematics education (9 works) · Education, Achievement, and Giftedness (8 works) · Social Psychology (8 works) · Academic achievement (7 works) · Medicine (7 works) · Motivation and Self-Concept in Sports (6 works)