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Eric Anderman

Chair and Professor, Department of Educational Studies

Program Area: Educational Psychology

(614) 688-5721

Personal Website


Eric M. Anderman is Chair of the Department of Educational Studies and Professor of Educational Psychology.  After working as a middle school and high school teacher, he earned his Ph.D. in Educational Psychology from the University of Michigan.  He studies academic motivation, focusing in particular on  (a) academic cheating, (b) the effects of school transitions on student motivation, and (c) HIV/pregnancy prevention in adolescent populations. He is a fellow of both the American Psychological Association and the American Educational Research AssociationHe recently co-edited the 3rd edition of the Handbook of Educational Psychology with Lyn Corno, and the International Guide to Student Achievement with John Hattie. He also is the co-author of three text books, as well as numerous articles and chapters. His research on academic cheating has been featured in numerous media outlets, including CBS News, NBC News (Dateline NBC), CNN, The Huffington Post, and numerous others.


  • PhD, Educational Psychology, University of Michigan, 1994
  • MA, Developmental Psychology, University of Michigan, 1992
  • EdM, Education, Harvard University, 1986
  • BS, Psychology and Spanish, Tufts University, 1985

Research Interests

Selected Publications


  • Ormrod, J., Anderman, E.M., & Anderman, L.H. (2016). Educational psychology: Developing learners. Ninth edition. Boston: Pearson.
  • Ryan, A., Urdan, T., & Anderman, E.M. (2016). Adolescent development for educators. Boston: Pearson.
  • Corno, L., & Anderman, E.M. (2015). Handbook of Educational Psychology. Third Edition. New York: Routledge.
  • Anderman, E.M., & Anderman, L.H. (2014). Classroom motivation. Second Edition. Columbus: Pearson.
  • Hattie, J., & Anderman, E.M. (2013). International guide to student achievement. New York: Routledge.
  • Anderman, E.M. & Anderman, L.H. (2009). Psychology of classroom learning: An encyclopedia. Detroit: Gale Cengage Learning. [ReceivedChoice award for Outstanding Academic Title, January 2010]
  • Anderman, E.M., & Murdock, T. (2007). Psychology of academic cheating. San Diego, CA: Elsevier.

Chapters and other Publications

  • Anderman, E.M., Okonkwo, C., Lee, Y.J., & Collen, C. (in press). Teaching pre-service teachers about goal orientations. In M.C. Smith & N. DeFrates-Densch (Eds.), Challenges and innovations in educational psychology teaching and learning. Information Age Publishing.
  • Anderman, E.M., & Gray, D. (2015). Motivation, learning, and instruction. In J.D. Wright (Ed.), International Encyclopedia of Social & Behavioral Sciences (2nd Edition) (pp. 928-935). San Diego: Elsevier.
  • Woolfolk Hoy, A., Davis, H.A., & Anderman, E.M. (2013). Theories of learning and teaching in TIP. Theory Into Practice, 52, 9-21.
  • Anderman, E. M., Gray, D. L., & Chang, Y. (2012). Motivation and classroom learning. In W.M. Reynolds & G.E. Miller (Eds.), Handbook of Psychology 2nd edition, Volume 7:  Educational Psychology (pp. 99-116). Hoboken, NJ: John Wiley & Sons, Inc.
  • Anderman, E.M., & Patrick. H. (2012). Achievement goal theory, conceptualization of ability/Intelligence, and classroom climate.  In S. Christenson, A.L. Reschly, & C. Wylie (Eds.), The handbook of research on student engagement (pp. 173-191). Springer Science.
  • Anderman, E.M. (2012). Adolescence. In K.R. Harris, S. Graham, & T. Urdan (Eds)., APA Handbook of Educational Psychology, Volume 3: Applications to learning and teaching (pp. 43-61). Washington D.C.: American Psychological Association.
  • Anderman, E.M., & Dawson, H. (2011). Learning and motivation. In P. Alexander and R. Mayer (Eds.), Handbook of research on learning and instruction (pp. 219-241). New York: Routledge.
  • Anderman, E.M. (2010). Reflections on Wittrock’s generative model of learning: A motivation perspective. Educational Psychologist, 45, 55-60.
  • Anderman, E.M., & Mueller, C. (2010). Middle school transitions and adolescent development. In J. Meece & J.S. Eccles (Eds.), Handbook of Research on Schools, Schooling, and Human Development (pp. 198-215).  New York: Routledge.
  • Anderman, L. H., & Anderman, E. M. (2009). Oriented towards mastery: Promoting positive motivational goals for students. In R. Gilman, E. S. Heubner, & M. Furlong (Eds.), Handbook of Positive Psychology in the Schools (pp. 161-173). New York, NY: Routledge.
  • Anderman, E.M., & Weber, J. (2009). Continuing motivation revisited. In A. Kaplan, S. Karabenick. & L. DeGroot (Eds.),  Culture, self, and motivation: Essays in honor of Martin L. Maehr (pp. 3-19).  Charlotte, NC: Information Age Publishing.
  • Guskey, T., & Anderman, E.M. (2008). Students at bat. Educational Leadership, 66(3), 8-14.
  • Anderman, E.M. (2007). The effects of personal, classroom, and school goal structures on academic cheating. In E.M. Anderman & T. B. Murdock (Eds.), Psychological perspectives on academic cheating (pp. 87-106)  San Diego, CA: Elsevier.
  • Anderman, E.M., & Murdock, T.B. (2007). The psychology of academic cheating. In E.M. Anderman & T. B. Murdock (Eds.), Psychological perspectives on academic cheating (pp. 1-5).  San Deigo, CA: Elsevier.
  • Anderman, E.M., & Wolters, C. (2006). Goals, values, and affect. In P. Alexander and P. Winne (Eds.), Handbook of Educational Psychology, 2nd Edition (pp. 369-390).  Mahwah, NJ: Lawrence Erlbaum.
  • Meece, J., Anderman E. M., & Anderman, L. H. (2006).Classroom goal structure,  student motivation, and academic achievement.  Annual Review of Psychology, Vol. 57(pp. 505-528).  Stanford, CA: Annual Reviews.
  • Tyler, K., Haines, R.T., & Anderman, E.M. (2006). Identifying the connection between culturally relevant motivation and academic performance among ethnic minority youth. In D.M. McInerney,  M. Dowson, & S. Van Etten,  (Eds.), Research on sociocultural influences on motivation and learning, Volume 6: Effective Schools (pp. 61-103). Greenwich, CT: Information Age Press.
  • Gilman, R., & Anderman, E.M. (2006). Motivation and its relevance to school psychology: An introduction to the special issue. Journal of School Psychology, 44, 325-329.
  • Anderman, E.M., Urdan, T., & Roeser, R. (2005). The Patterns of Adaptive Learning Survey. In K.A. Moore and L.H. Lippman (Eds.), Why do children need to flourish? Conceptualizing and measuring indicators of positive development (pp. 223-235).   New York: Springer.
  • Patrick, H., Ryan, A.M., Anderman, E.M., & Kovach, J. (2004).  Toward Inclusion Across Disciplines: Understanding Motivation of Exceptional Students. In H.N. Switzky (Ed.), International Review of Research in Mental Retardation-Volume 28 (pp. 191-224).  San Diego, CA: Elsevier. 
  • Anderman, E.M., Noar, S., Zimmerman, R., & Donohew, L. (2004). The Need for Sensation as a Prerequisite for Motivation to Engage in Academic Tasks. In M.L. Maehr & P.R. Pintrich (Eds.)., Advances in motivation and achievement, Volume 13: Motivating students, improving schools: The legacy of Carol Midgley, (pp. 1-26). Greenwich, CT: JAI Press.

Journal Articles

  • Martinez, A., McMahon, S.D., Espelage, D., Anderman, E.M., Reddy, L, & Sanchez, B. (in press).  Teachers’ experiences with multiple victimization: Identifying demographic, cognitive, and contextual correlates. Journal of School Violence.
  • Anderman, E.M., Gimbert, B., O’Connell, A., & Riegel, L. (2015). Approaches to growth assessment. British Journal of Educational Psychology, 85(2), 138-153.
  • Chang, Y., Leach, N., & Anderman, E.M. (2015). The role of perceived autonomy support in principals’ affective organizational commitment and job satisfaction. Social Psychology of Education. doi:10.1007/s11218-014-9289-z
  • Gray, D., Chang, Y., & Anderman. E.M. (2015). Conditional effects of mastery goal structure on changes in students’ motivational beliefs: Need for cognition matters.  Learning and Individual Differences, 40, 9-21. 
  • McMahon, S.D., Martinez, A., Espelage, D., Rose, C., Reddy, L.A., Lane, K., Anderman, E.M., Reynolds, C.R., Jones, A., & Brown, V. (2014). Violence directed against teachers: Results from a national survey. Psychology in the Schools, 51(7), 753-766.
  • Guskey, T., & Anderman, E.M. (2013/2014). What is mastery? Educational Leadership, 71(4), 18-23.
  • Turner, J.C., Gray, D.L., Anderman, L.H., Dawson, H.S., & Anderman, E.M. (2013). Getting to know my teacher: Does the relation between perceived mastery goal structures and perceived teacher support change across the school year? Contemporary Educational Psychology, 38(4), 316-327.
  • Reddy, L.A., Espelage, D., McMahon, S.D., Anderman, E.M., Lane, K., Brown, V., Reynolds, C.R., Jones, A., & Kanrich,J. (2013). Violence against teachers: Case studies from the APA task force. International Journal of School & Educational Psychology, 1, 231-245.
  • Espelage, D., Anderman, E.M., Brown, V.E., Jones, A., Lane, K.L., McMahon, S.D., Reddy, L.A., & Reynolds, C.R. (2013). Understanding and preventing violence directed against teachers: Recommendations for a national research, practice, and policy agenda. American Psychologist, 68(2), 75-87. 
  • Hamilton, R., Sanders, M., & Anderman, E.M. (2013) Sex education: To test or not to test? Phi Delta Kappan, 94 (5), 34-39.
  • Anderman, E.M., Sinatra, G., & Gray, D. (2012). The challenges of teaching and learning about science in the 21st century: Exploring the abilities and constraints of adolescent learners. Studies in Science Education, 48(1), 89-117.
  • Anderman, E.M., Cupp, P.K., Lane, D.R., Zimmerman, R., Gray, D., & O’Connell A. (2011). Classroom goal structures and HIV/pregnancy prevention education in rural high school health classrooms. Journal of Research on Adolescence, 21, 904-922.
  • Anderman, E.M. (2011). Educational Psychology in the Twenty-First Century: Challenges for our Community. Educational Psychologist, 46, 185-196.
  • Gray, D.L., Anderman, E.M., & O’Connell, A.O. (2011). Associations of teacher credibility and teacher affinity with learning outcomes in health classrooms. Social Psychology of Education: An International Journal, 14, 185-208.
  • Anderman, E.M., Anderman, L.H., Yough, M.S., & Gimbert, B.G. (2010). Value added models of assessment: Implications for motivation and accountability. Educational Psychologist, 45(2), 123-137.
  • Anderman, E.M., Cupp, P.K., & Lane, D.R. (2010). Impulsivity and academic cheating.  Journal of Experimental Education, 78, 135-150.
  • Anderman, E.M., Lane, D.R., Cupp, P.C., Zimmerman, R., & Phebus, V. (2009). Comparing the Efficacy of Permanent Classroom Teachers to Temporary Health Educators for Pregnancy/HIV Prevention Instruction. Health Promotion Practice, 10, 597-605.
  • Anderman, E.M., & Danner, F. (2008). Achievement goals and academic cheating. International Review of Social Psychology, 21, 155-180.
  • Zimmerman, R. S., Noar, S. M., Feist-Price, S., Dekhtyar, O., Cupp, P. K., Anderman, E.M., & Lock, S.   (2007). Longitudinal test of a multiple domain model of adolescent condom use. Journal of Sex Research, 44(4), 380-394.
  • Murdock, T.B., & Anderman, E.M. (2006).  Motivational perspectives on student cheating: Toward an integrated model of academic dishonesty. Educational Psychologist, 41, 129-145.
  • Gilman, R., & Anderman, E.M. (2006). The relationships between relative levels of motivation and intrapersonal, interpersonal, and academic functioning among older adolescents. Journal of School Psychology, 44, 375-39. [Robert Pianta served as editor for this piece]