Assoz. Prof. Dr. Marko Lüftenegger, Privatdoz.
Developmental and Educational Psychology in School Age
Universitaetsstrasse 7 (NIG)
1010 Vienna, Austria
T: +43-1-4277-60030
E: marko.lueftenegger[at]univie.ac.at
- Development and promotion of motivational and socio-emotional outcomes in education
- Classroom goal structures
- Evaluation of programmes in the context of education, health and transport
- Teacher education
Short CV
Marko Lüftenegger is head of the Developmental Psychology and Educational Psychology of School Age unit at the Center for Teacher Education and the Educational Psychology department at the Faculty of Psychology at the University of Vienna. His research and teaching are interdisciplinary, focusing on the intersection of education, psychology, and society. Among other things, he deals with the motivational and emotional conditions of teaching and learning, as well as the development and evaluation of measures and programs.
Academic education
2019: Private lecturer (habilitation at the University of Vienna), teaching qualification in psychology
2012: Ph.D. - Doctoral studies in social sciences at the University of Vienna
Dissertation: Lifelong learning as a teaching goal: Educational psychology support approaches in secondary education
2006 Master's degree - Diploma in Psychology at Paris Lodron University of Salzburg, the University of Vienna, and the Instituto Politécnico de Lisboa - Escola Superior de Comunicação Social
Diploma thesis: Evaluation of traffic psychology refresher courses
Professional career
Since 2021 Associate Professor (tenure track) for Developmental Psychology and Educational Psychology in School Age at the University of Vienna (Center for Teacher Education; Faculty of Psychology)
2017-2021 Assistant Professor (tenure track) for Developmental Psychology and Educational Psychology in School Age at the University of Vienna (Center for Teacher Education; Faculty of Psychology)
10/2013-06/2017 University assistant (post doc) at the University of Vienna (Department for Applied Psychology: Work, Education, Economics; Faculty of Psychology)
2013 Research assistant at promente Children, Youth, Family
2008 - 2012 University assistant (pre-doc) at the University of Vienna (Department for Economic Psychology, Educational Psychology and Evaluation; Faculty of Psychology)
2006 - 2008 Project collaborator on the TALK project (training program for developing teachers' skills in promoting educational motivation and lifelong learning)
Publications
2026
Daumiller, M., Rinas, R., Schoon, I., & Lüftenegger, M. (2026, Aug). Self-Regulated Learning in Times of Educational Disruption: What the Pandemic Made Visible. https://ssrlsite.wordpress.com/wp-content/uploads/2026/07/aera-ssrl-sig-times-magazine-august-2026.pdf
Lüftenegger, M., Daumiller, M., & Janke, S. (2026). Global Crises and Distance Learning Through a Self-Determination Theory Lens. In S.-E. Gonida, & T. Urdan (Eds.), Motivation and Achievement During and After the COVID-19 Pandemic (pp. 3-26). Emerald Publishing. https://doi.org/10.1108/S0749-742320260000023001
Fassl, F., Hofleitner, M., Wunsch, A., Lange, J., Tran, U. S., & Lüftenegger, M. (2026). Influence of friendship on benign and malicious envy among secondary school students. British Journal of Educational Psychology. Advance online publication. https://doi.org/10.1111/bjep.70095
Mayerhofer, M., Eichmair, M., & Lüftenegger, M. (2026). Patterns of learning strategies and their role in motivation and academic success in undergraduate mathematics. In H. Krzywacki, M. Hähkiöniemi, E. Haataja, M. S. Hannula, & P. Hästö (Eds.), Proceedings of the 49th Conference of the International Group for the Psychology of Mathematics Education: Research Reports (pp. 1003 - 1010) https://www.helsinki.fi/assets/drupal/2026-07/PME49_July_Research%20Reports%20PME%2049%20L_P.pdf
Hofleitner, M., Muth, J., Fassl, F., & Lüftenegger, M. (2026). The mediating role of schadenfreude between malicious envy and bullying in school. Scientific Reports, 16(1), Article 5410. https://doi.org/10.1038/s41598-025-34408-2
2025
Schatz, V., & Lüftenegger, M. (2025). Grading after reform: How policy change affected teachers’ grading for university entrance qualifications. Studies in Educational Evaluation, 87, Article 101540. https://doi.org/10.1016/j.stueduc.2025.101540
Daumiller, M., Rinas, R., Schoon, I., & Lüftenegger, M. (2025). Cognitive and Psychological Effects of COVID-19: Insights From a Systematic Meta-Review of Systematic Reviews and Meta-Analyses. In Examining the Cognitive and Psychological Effects of the COVID-19 Global Pandemic on High School, College, and Graduate Learners (pp. 467-506). Emerald Publishing.
Schwab, S., Lüftenegger, M., & Hassani, S. (2025). Legitimacy, effectiveness, and feasibility of language pull-out classes – assessing in-service teachers’ attitudes towards segregated language support. International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2025.2546921
Preckel, F., Lellmann, J., & Lüftenegger, M. (2025). Teachers’ Motivational Orientations in Grading (TMOG) Questionnaire: An Introduction and Factorial Validation. Zeitschrift fur Entwicklungspsychologie und Padagogische Psychologie, 57(3), 124-136. https://doi.org/10.1026/0049-8637/a000316
Muth, J., & Lüftenegger, M. (2025). Teaching to the test: Unraveling the consequences for student motivation. Learning and Individual Differences, 121, Article 102707. https://doi.org/10.1016/j.lindif.2025.102707