Lisa Bardach

2.0k total citations
61 papers, 1.2k citations indexed

About

Lisa Bardach is a scholar working on Experimental and Cognitive Psychology, Social Psychology and Education. According to data from OpenAlex, Lisa Bardach has authored 61 papers receiving a total of 1.2k indexed citations (citations by other indexed papers that have themselves been cited), including 32 papers in Experimental and Cognitive Psychology, 29 papers in Social Psychology and 24 papers in Education. Recurrent topics in Lisa Bardach's work include Education, Achievement, and Giftedness (24 papers), Motivation and Self-Concept in Sports (19 papers) and Early Childhood Education and Development (8 papers). Lisa Bardach is often cited by papers focused on Education, Achievement, and Giftedness (24 papers), Motivation and Self-Concept in Sports (19 papers) and Early Childhood Education and Development (8 papers). Lisa Bardach collaborates with scholars based in Germany, United Kingdom and Austria. Lisa Bardach's co-authors include Robert M. Klassen, Marko Lüftenegger, Sophie Oczlon, Barbara Schober, Takuya Yanagida, Jakob Pietschnig, Nancy E. Perry, Christiane Spiel, Tracy L. Durksen and Lisa E. Kim and has published in prestigious journals such as Psychological Bulletin, SHILAP Revista de lepidopterología and Journal of Cleaner Production.

In The Last Decade

Lisa Bardach

57 papers receiving 1.2k citations

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name h Career Trend Papers Cites
Lisa Bardach Germany 21 668 498 420 163 111 61 1.2k
Emily Q. Rosenzweig United States 15 443 0.7× 467 0.9× 538 1.3× 196 1.2× 86 0.8× 31 1.0k
Soohyun Jeon South Korea 8 455 0.7× 636 1.3× 264 0.6× 252 1.5× 159 1.4× 21 1.2k
Jonathan C. Hilpert United States 14 389 0.6× 566 1.1× 334 0.8× 314 1.9× 169 1.5× 41 1.3k
Barbara Flunger Germany 16 689 1.0× 639 1.3× 666 1.6× 257 1.6× 194 1.7× 35 1.4k
Albert Ziegler Germany 19 321 0.5× 359 0.7× 404 1.0× 272 1.7× 103 0.9× 65 1.0k
Akane Zusho United States 14 871 1.3× 605 1.2× 591 1.4× 454 2.8× 111 1.0× 33 1.5k
Christopher Hulleman United States 4 382 0.6× 521 1.0× 547 1.3× 153 0.9× 101 0.9× 4 997
Gerda Hagenauer Austria 20 1.1k 1.6× 723 1.5× 299 0.7× 223 1.4× 246 2.2× 70 1.7k
Jenna Cambria Germany 8 558 0.8× 376 0.8× 503 1.2× 224 1.4× 67 0.6× 8 1000
Jenefer Husman United States 12 500 0.7× 335 0.7× 388 0.9× 297 1.8× 59 0.5× 37 1.1k

Countries citing papers authored by Lisa Bardach

Since Specialization
Citations

This map shows the geographic impact of Lisa Bardach's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Lisa Bardach with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Lisa Bardach more than expected).

Fields of papers citing papers by Lisa Bardach

Since Specialization
Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Lisa Bardach. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Lisa Bardach. The network helps show where Lisa Bardach may publish in the future.

Co-authorship network of co-authors of Lisa Bardach

This figure shows the co-authorship network connecting the top 25 collaborators of Lisa Bardach. A scholar is included among the top collaborators of Lisa Bardach based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Lisa Bardach. Lisa Bardach is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

20 of 20 papers shown
1.
Spitzer, Markus, et al.. (2025). A red button does it all: A red button nudges students to close their knowledge gaps in an intelligent tutoring system. Learning and Instruction. 99. 102181–102181.
2.
Spitzer, Markus, et al.. (2025). Curiosity overpowers cognitive effort avoidance tendencies. Cognition. 262. 106167–106167. 1 indexed citations
3.
Zhao, Linxuan, Mladen Raković, Elizabeth B. Cloude, et al.. (2025). The Effect of Sequential Transition of Self-Regulated Learning Processes on Performance: Insights from Ordered Network Analysis. Monash University Research Portal (Monash University). 516–526.
4.
Sweet, Tracy M., et al.. (2024). Peer Dislike and Future School Adjustment in Early Adolescence: Recognizing Consequences for both Boys and Girls. Child & Youth Care Forum. 54(3). 715–733.
5.
6.
Bardach, Lisa, et al.. (2024). Cultural diversity climate in school: A meta-analytic review of its relationships with intergroup, academic, and socioemotional outcomes.. Psychological Bulletin. 150(12). 1397–1439. 12 indexed citations
7.
Bardach, Lisa & Kou Murayama. (2024). The role of rewards in motivation—Beyond dichotomies. Learning and Instruction. 96. 102056–102056. 11 indexed citations
8.
Göllner, Richard, et al.. (2024). Limes (the Roman Frontier): Developing a Video Game for History Learning. 18(1). 839–847. 1 indexed citations
9.
Jach, Hayley, Lisa Bardach, & Kou Murayama. (2023). How Personality Matters for Education Research. Educational Psychology Review. 35(3). 12 indexed citations
10.
Bardach, Lisa, Martin Daumiller, & Marko Lüftenegger. (2022). Multiple Social and Academic Achievement Goals: Students’ Goal Profiles and Their Linkages. The Journal of Experimental Education. 91(4). 655–675. 15 indexed citations
11.
Oczlon, Sophie, Lisa Bardach, & Marko Lüftenegger. (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. 2021(177). 51–75. 16 indexed citations
12.
Bardach, Lisa, Takuya Yanagida, Robert M. Klassen, & Marko Lüftenegger. (2020). Normative and appearance performance-approach goal structures: Two-level factor structure and external linkages. The Journal of Experimental Education. 90(1). 130–145. 13 indexed citations
13.
Bardach, Lisa, Sophie Oczlon, Jakob Pietschnig, & Marko Lüftenegger. (2019). Has achievement goal theory been right? A meta-analysis of the relation between goal structures and personal achievement goals.. Journal of Educational Psychology. 112(6). 1197–1220. 161 indexed citations
14.
Lüftenegger, Marko, Lisa Bardach, Evelyn Bergsmann, Barbara Schober, & Christiane Spiel. (2019). A citizen science approach to measuring students’ achievement goals. International Journal of Educational Research. 95. 36–51. 20 indexed citations
15.
Bardach, Lisa, Marko Lüftenegger, Takuya Yanagida, Christiane Spiel, & Barbara Schober. (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. 13 indexed citations
16.
Bardach, Lisa, et al.. (2019). Gendered Pathways to Bullying Perpetration via Social Achievement Goals – Mediating Effects of Sense of Belonging and Non-inclusive Group Norms. Journal of School Violence. 19(2). 248–263. 9 indexed citations
17.
Janke, Stefan, Lisa Bardach, Sophie Oczlon, & Marko Lüftenegger. (2019). Enhancing feasibility when measuring teachers' motivation: A brief scale for teachers’ achievement goal orientations. Teaching and Teacher Education. 83. 1–11. 28 indexed citations
18.
Bardach, Lisa, Marko Lüftenegger, Takuya Yanagida, Barbara Schober, & Christiane Spiel. (2018). The role of within‐class consensus on mastery goal structures in predicting socio‐emotional outcomes. British Journal of Educational Psychology. 89(2). 239–258. 28 indexed citations
19.
Bardach, Lisa, et al.. (2018). Student-teacher agreement on classroom goal structures and potential predictors. Teaching and Teacher Education. 74. 249–260. 21 indexed citations
20.
Khajavy, Gholam Hassan, et al.. (2017). Broadening the nomological network of classroom goal structures using doubly latent multilevel modeling. Contemporary Educational Psychology. 52. 61–73. 26 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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