Individual Differences in Learning and Development
Our research focuses on individual differences (e.g., motivation, personality, self-regulation, and cognitive abilities) and their interplay and role in individuals’ learning and development. Considering that children and adolescents are growing up in increasingly culturally diverse and often unequal worlds, we are also interested in questions relating to how schools approach diversity and how they can address social inequities. Further, we conduct research on digital learning and develop interventions based on digital technologies to support children’s and adolescents’ positive development. Our research is currently supported by grants from the German Research Foundation, Jacobs Foundation, Eliteprogram for Post-docs Funding of the Baden-Württemberg-Foundation, and CIFAR.
We are always interested in international and inter-disciplinary collaborations. Please contact Lisa.Bardach !
Team Members
University Professor
Lisa.Bardach
Tel.:
+49 (0)641 / 99 - 26250
Secr.
+49 (0)641 / 99 - 26251
Room
: F 236 (Phil. I, tract F, 2nd floor)
Lisa Bardach is a full professor at the Department of Psychology at the Justus-Liebig University Giessen since April 2024. She received her PhD in Psychology at the University of Vienna in Austria in 2018. After a post-doc in the UK (University of York, 2019 - 2020), she became a Junior Research Group Leader/Assistant Professor at the University of Tübingen at the Hector Research Institute of Education Sciences and Psychology (2020 – 2024). Lisa Bardach is a recipient of several awards (e.g., the Dissertation Award of the Austrian Association of Psychology, Doc:Award of the University of Vienna, Elsevier Scopus Early Career UK Researcher Award, Mensa Award for Excellence in Research). She also received Research Fellowships from the Jacobs Foundation and the Eliteprogram for Post-docs of the Baden-Württemberg Foundation.
Research Areas
- Individual differences (e.g., motivation, personality, self-regulation, cognitive abilities) and their role in learning and development
- Cultural diversity
- Social inequity
- Digital learning and digital technology-based interventions to promote children’s and adolescents’ positive development
Scientific Vita
since 04/2024
- W3 professorship at the University of Giessen
since 12/20
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Assistant Professor
Hector Research Institute of Education Sciences and Psychology, University of Tübingen
09/20-11/20
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Junior Research Group Leader
Hector Research Institute of Education Sciences and Psychology, University of Tübingen
01/19-08/20
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Post-doctoral Research Fellow
University of York, UK
09/18-12/18
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Post-doctoral Researcher
University of Vienna, Austria
08/18
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PhD in Psychology
University of Vienna, Austria
01/16
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Master of Science in Psychology
University of Vienna, Austria
02/14
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Bachelor of Science in Psychology
University of Vienna, Austria
04/14
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Mag.rer.nat in Sportwissenschaft
University of Vienna, Austria
Publications
Senior Lecturer ( „Akademische Oberrätin“, postdoc position, tenured)
Tel.:
+49 (0)641 / 99 - 26253
Room
: F 244a (Phil. I, F, 2nd floor)
Profile:
GScholar
ResearchGate
Study Advisory Service for Students studying teaching
Office Hours
Thursday, 12:00 - 12:30 and 18:00 - 19:00 h
Teaching - Teacher Education
- Basic modul of Educational Psychology for student teachers (seminars; Teaching Award 2020)
- Advanced modul of Educational Psychology: Motivation and Emotion (lecture and seminars)
- Advanced modul of Educational Psychology: Determinants of school achievement (seminars; Teaching Award 2019)
Research
Main research interests in Educational Psychology
- Effects of self-esteem contingency to learning and teaching
- Motivation and emotion in the context of learning
- Motivational diagnostics (achievement goal orientation, ability self-concept, self-esteem)
- Teacher education and teacher health
Projects
-
Empowering teachers:
An intervention program for student teachers to reduce negative effects of contingent self-esteem on teacher health and teaching
Publications (Journal Articles)
- Otterpohl N., Bruch S., Stiensmeier-Pelster J., Steffgen T., Schöne C.,Schwinger M. (2021) Clarifying the connection between parental conditional regard and contingent self- esteem: An examination of cross-lagged relations in early adolescence. Journal of Personality, 2021;00:1–12. https://doi.org/10.1111/jopy.12631
- Kärcher, H., Schöne , C., & Schwinger, M., (2021) Beyond level of self-esteem: exploring the interplay of level, stability, and contingency of self-esteem, mediating factors, and academic achievement. Social Psychology of Education,00:1-23. DOI doi.org/10.1007/s11218-021-09610-5
- Schwinger, M., Schöne , C., & Otterpohl, N. (2017). Structure of contingent self-esteem: Global, domain-specific, or hierarchical construct? European Journal of Psychological Assessment, 33(5), 388-397. DOI: http://dx.doi.org/10.1027/1015-5759/a000296
- Spinath, B., Kriegbaum, K., Stiensmeier-Pelster, J., Schöne , C. & Dickhäuser, O. (2016). Veränderungen von Zielorientierungen über Schülergenerationen hinweg: Ein Zehnjahresvergleich der SELLMO. Zeitschrift für Pädagogische Psychologie, 30(4), 271-278. DOI: http://dx.doi.org/10.1024/1010-0652/a000185
- Schöne , C., Tandler, S. & Stiensmeier-Pelster, J. (2015). Contingent self-esteem and vulnerability to depression: Academic contingent self-esteem predicts depressive symptoms in students. Frontiers in Psychology, 6:1573. DOI: 10.3389/fpsyg.2015.01573
- Steinmayr, R., Schöne , C. & Wirthwein, L. (2014). Gender and Numerical Intelligence: Does Motivation Matter? Learning & Individual Differences, 32, 140- 147. DOI https://doi.org/10.1016/j.lindif.2014.01.001
- Schöne , C., Dickhäuser, O., Spinath, B. & Stiensmeier-Pelster (2004). Zielorientierung und Bezugsnormorientierung: zum Zusammenhang zweier Konzepte. [Goal Orientation and Reference-Norm Orientation: Two Related Constructs?]. Zeitschrift für Pädagogische Psychologie, 18, 93-99. DOI: 10.1024/1010-0652.18.2.93
Publications (Tests)
- Schöne , C. & Stiensmeier-Pelster, J. (2016). Selbstwertinventar für Kinder und Jugendliche - SEKJ. [Self-esteem Inventory for Children and Adolescents]. Hogrefe.
- Schöne , C., Dickhäuser, O., Spinath, B. & Stiensmeier-Pelster, J. (2002/2012). Skalen zur Erfassung des schulischen Selbstkonzepts – SESSKO [Scales for assessing the academic self-concept]. Hogrefe.
- Spinath, B., Stiensmeier-Pelster, J., Schöne , C. & Dickhäuser, O. (2002/2012). Skalen zur Erfassung der Lern- und Leistungsmotivation – SELLMO. [scales for assesssing achievement motivation / achievement goal orientations] Hogrefe.
Publications (Books)
- Spinath, B., Dickhäuser, O. & Schöne , C. (Eds.).(2018). Psychologie der Motivation und Emotion. Grundlagen und Anwendung in ausgewählten Lern- und Arbeitskontexten. [Psychology of motivation and emotion. Fundamentals and application in selected learning and work contexts]. Hogrefe.
C.V.
Since 2018
Senior Lecturer
( „Akademische Oberrätin“, postdoc position, tenured;) at the Department of Educational Psychology, JLU Gießen.
- WS 2023/2024 – Interim professor for Educational Psychology, JLU Gießen
- WS 2014/2015 – Interim professor for Educational Psychology, Philipps-University Marburg
04/2008-03/2018
Lecturer
(„Akademische Rätin“, postdoc position, tenured) at the Department of Educational Psychology, JLU Gießen
10/2004-04/2008
Research assistent & PhD student
at the Department of Educational Psychology (Prof. Dr. J. Stiensmeier-Pelster), JLU Gießen.
05/2001-09/2004
Research Assistent
at the Department of Educational Psychology (Prof. Dr. E. Todt), JLU Gießen.
01/2000-04/2008
Psychological-Technical Assistant
at the Department of Educational Psychology, JLU Gießen.
Here are some examples of central questions that we are going to study over the next years:
Individual differences/Identity
How do we become "the person we are"? How do individual differences and their interplay develop over time and from moment to moment, and what are implications for learning and development? Our lab focuses on multiple dimensions of individual differences, ranging from personality, motivation, socio-emotional skills, and self-regulation to cognitive abilities. In current research projects, we furthermore explore behavioral manifestations of different individual characteristics (especially curiosity), using log-files, eye-tracking data and other behavioral traces, and link curiosity and behavioral traces to learning outcomes. Another line of research sheds light on the dynamic interplay between personality states and cognitive performance states. We also investigate how to best adapt to diverse learners and their needs, both in "offline contexts (e.g., differentiated instruction/personalized learning) and in "online contexts" (e.g., by using adaptive technology).
Diversity and Equity
How can we harness the strengths that go along with increasing cultural and ethnic diversity while counteracting potential threats (e.g., discrimination of certain groups)? In a current project, we examine how schools approach cultural diversity and how different dimensions of a school’s cultural diversity climate (e.g., based on intergroup contact theory’s optimal contact conditions, multiculturalism climate, critical consciousness climate) relate to chilren and adolescents’ intergroup, academic, and socioemotional outcomes.
In the future, we aim to achieve an even more comprehensive understanding by combining multiple diversity dimensions and their intersections. Considering that children and adolescents often grow up in unequal worlds, we also investigate individual and contextual factors that may become resources or risk factors for students from (socio-economically) disadvantaged backgrounds.
Interested in similar questions? We are always excited about international and inter-disciplinary collaborations. Just get in touch!
Please see German version.