Univ.-Prof. Dipl.-Psych. Dr. Barbara Schober
Psychological Research on Education and Transfer
Universitaetsstrasse 7 (NIG)
1010 Vienna, Austria
T: +43-1-4277-47422
E: barbara.schober[at]univie.ac.at
- Modelling and measurement of competencies for self-regulation and lifelong learning
- Motivation, wellbeing and learning in school
- Parameters for successful competence-oriented and evidence-based teaching
- Development and evaluation of intervention programs
- Gender differences in educational contexts and in careers
- Implementation research
Education/Academic degrees
2007: Postdoctoral lecture qualification at the University of Vienna, Austria (Venia Legendi for Psychology)
2001: PhD, Psychology, Ludwig Maximilians University (LMU), Munich, Germany
1997: Diploma Degree in Psychology, Otto-Friedrich-University of Bamberg, Germany
Academic career and positions held
since 2016: Dean of the Faculty of Psychology, University of Vienna
2015: Guest researcher at the National Implementation Research Network (NIRN), University of North Carolina, Chapel Hill
since 2011: Full Professor of Psychological Research on Education and Transfer at the Department of Applied Psychology: Work, Education, Economy, Faculty of Psychology, University of Vienna
since 2006: Co-Chair of the Faculty research area “Psychology of Lifelong Learning”
2007-2011: Associate Professor in the area of Educational Psychology and Evaluation at the Department of Economic Psychology, Educational Psychology and Evaluation; Faculty of Psychology, University of Vienna
2001-2007: Contracted Assistant in the research group Educational Psychology and Evaluation of the Faculty for Psychology, University of Vienna
1996-2001: PhD-Student in the DFG Research Group “Knowledge and action” (at the Chair for Psychological Diagnostics and Evaluation, Institute for Educational Psychology and Empirical Psychology at the LMU Munich)
1994-1996: Medical technical Assistant for Psychology at the Psychiatric Clinic of the LMU Munich
Selected positions
- Vice President of the Austrian Society for Psychology (2020-)
- Member of the Austrian national Quality Assurance Council for Pedagogical Education (2020-)
- Member of the official advisory board of the Austrian Minister for Health on “Psychosocial issues and COVID19” (2021-)
- Official member and coordinator of the section “education” of the Future Operations Platform (2020-) of the Austrian government to cope with mid-/long term consequences of COVID 19
Publications
2005
Dresel, M., Schober, B., & Ziegler, A. (2005). Nothing more than dimensions? Evidence for a surplus meaning of specific attributions. The Journal of Educational Research, 99(1), 31-44. http://www.scopus.com/scopus/inward/record.url?eid=2-s2.0-27744528621&partnerID@&rel=R5.6.0
Ziegler, A., Schober, B., & Dresel, M. (2005). Primary school students' implicit theories of intelligence and maladaptive behavioral patterns. Education Sciences and Psychology, 6, 76-86.
Spiel, C., Schober, B., Atria, M., Reimann, R., & Strohmeier, D. (2005). Qualitätsentwicklung von Lehre - Jenseits studentischer Bewertung von Lehrveranstaltungen. In M. Kerres (Ed.), Hochschulen im digitalen Zeitalter: Innovationspotenziale und Strukturwandel / Education Quality Forum 2004 (pp. 275-290). Waxmann Verlag.
Wagner, P., Schober, B., & Spiel, C. (2005). Wer hilft beim Lernen für die Schule? Soziales Lernumfeld in Hauptschule und Gymnasium. Zeitschrift für Entwicklungspsychologie und Pädagogische Psychologie, 37(2), 101-109. https://doi.org/10.1026/0049-8637.37.2.101
2004
Dresel, M., Schober, B., & Ziegler, A. (2004). Causes or dimensions? Joint impacts of specific self-attributions and their underlying subjective dimensionalization on academic achievement motivation. In H. Marsh (Ed.), Self-concept, motivation and identity : where to from here?: Proceedings of the Third International Biennal SELF Research Conference, Berlin, Germany, 4-7 July, 2004 (pp. 232-238). University of Western Sydney.
Schober, B., & Spiel, C. (2004). Der Beitrag der Schule zur Förderung von Bildungsmotivationen und Grundkompetenzen für LLL. In C. Spiel (Ed.), Lebenslanges Lernen in der Wissensgesellschaft: Voraussetzungen und Rahmenbedingungen ; Beiträge des OECD / CERI-Regionalseminars für deutschsprachige Länder in Wien vom 29. September bis 2. Oktober 2003 (pp. 205-217). StudienVerlag.
Schober, B., Reimann, R., & Wagner, P. (2004). Is research on gender-specific underachievement in gifted girls an obsolete topic? New findings on an often discussed issue. High Ability Studies, 15(1), 43-62. http://www.scopus.com/scopus/inward/record.url?eid=2-s2.0-3142691113&partnerID@&rel=R5.6.0
Wagner, P., Schober, B., & Spiel, C. (2004). Learning types according to time spent on working at home for school, self-concept and other psychological variables. In H. Marsh (Ed.), Self-concept, motivation and identity : where to from here?: Proceedings of the Third International Biennal SELF Research Conference, Berlin, Germany, 4-7 July, 2004 (pp. 930-937). University of Western Sydney.
Spiel, C., Wagner, P., & Schober, B. (2004). Motivation zum Lebenslangen Lernen: Welchen Beitrag kann die Schule leisten? In F. Niermannn (Ed.), Musiklernen - ein Leben lang: Materialien zu Weiterbildung [Kongressbeiträge vom Kongress der Europäischen Arbeitsgemeinschaft Schulmusik (EAS) des Jahres 2003 in Wien] (pp. 81-93). Universal Edition.
Spiel, C., Strohmeier, D., Schober, B., Gradinger, P., Zens, B., & Reimann, R. (2004). Selbstreguliertes Lernen durch Vienna E-Lecturing (VEL). Konzept, Umsetzung und Evaluation. In W. Fröhlich, & W. Jütte (Eds.), Qualitätsentwicklung in der postgradualen Weiterbildung: internationale Entwicklungen und Perspektiven (pp. 377-388). Waxmann Verlag.