| 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 | 258 | 2020 |
| 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 | 213 | 2022 |
| 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 | 213 | 2020 |
| Teacher motivation and student outcomes: Searching for the signal L Bardach, RM Klassen Educational Psychologist 56 (4), 283-297, 2021 | 81 | 2021 |
| 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 | 79 | 2020 |
| Measuring a mastery goal structure using the TARGET framework M Lüftenegger, US Tran, L Bardach, B Schober, C Spiel Zeitschrift für Psychologie, 2017 | 77 | 2017 |
| 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 | 71 | 2021 |
| 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 | 70 | 2020 |
| 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 | 65 | 2019 |
| 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 | 47 | 2019 |
| 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 | 44 | 2019 |
| Examining teacher recruitment strategies in England RM Klassen, JV Rushby, TL Durksen, L Bardach Journal of Education for Teaching 47 (2), 163-185, 2021 | 41 | 2021 |
| 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 | 39 | 2021 |
| 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 | 35 | 2021 |
| 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 | 34 | 2021 |
| 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 | 34 | 2018 |
| 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 | 31 | 2020 |
| 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 | 30 | 2018 |
| 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 | 29 | 2022 |
| 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 | 29 | 2019 |
