Eric M. Anderman, Ph.D.

Professor and Director

Office: 121 Ramseyer Hall
Phone: (614) 688-5721
Fax: (614) 688-3415
Email: anderman.1@osu.edu

Education

• 1994 - Ph.D., University of Michigan, Educational Psychology
• 1992 - M.A., University of Michigan, Developmental Psychology
• 1986 - Ed.M., Harvard University, Education
• 1985 - B.S., Tufts University, Psychology and Spanish

Scholarly Interests

Academic motivation; adolescent development; prevention of risky behaviors in adolescent populations; research methods in social science.

Selected Publications

Books

• Anderman, E.M., & Anderman, L.H. (2010). Classroom motivation. Columbus, OH: Merrill/Prentice Hall.

Edited Books

• Hattie, J., & Anderman, E.M. (under contract, 2011). International handbook of student achievement. New York: Routledge.
• Anderman, E.M. & Anderman, L.H. (2009). Psychology of classroom learning: An encyclopedia. Detroit: Gale Cengage Learning.
• Anderman, E.M., & Murdock, T. (2007). Psychology of academic cheating. San Diego, CA: Elsevier.

Chapters in Books

• Anderman, E.M., & Dawson, H. (in press). Learning and motivation. In P. Alexander and R. Mayer (Eds.), Handbook of learning and instruction. New York: Routledge.
• Anderman, E.M., & Patrick. H. (in press). Achievement goal theory, conceptualization of ability/Intelligence, and classroom Climate. Invited chapter. In S. Christenson, A.L. Reschly, & C. Wylie (Eds.), The handbook of research on student engagement. 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., & Mueller, C. (2010). Middle school transitions and adolescent development. In J. Meece & J. Eccles (Eds.), Handbook of Research on Schools, Schooling, and Human Development. 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.
• 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.
• Miller, A.D., Murdock, T.B., Anderman, E.M., & Poindexter, A.L. (2007). Who are all these cheaters? Characteristics of academically dishonest students. In E.M. Anderman & T. B. Murdock (Eds.), Psychological perspectives on academic cheating (pp. 9-32) 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.

Journal Articles

• Anderman, E.M., Cupp, P.K., Lane, D.R., Zimmerman, R., Gray, D., & O'Connell A. (in press). Classroom goal structures and HIV/pregnancy prevention education in rural high school health classrooms. Journal of Research on Adolescence.
• 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. (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., Anderman, L.H., Yough, M., & Gimbert, B. (in press). Value-added models of assessment: Implications for motivation and accountability. Educational Psychologist.
• Anderman, E.M., Cupp, P.K., & Lane, D.R. (2010). Impulsivity and academic cheating. Journal of Experimental Education, 78, 135-150.
• Anderman, E.M. (2010). Reflections on Wittrock's generative model of learning: A motivation perspective. Educational Psychologist, 45, 55-60.
• 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.
• Guskey, T.R., & Anderman, E.M. (2008). Students at bat. Educational Leadership, 66 (3), 8-14.
• Rostosky, S.S., Dekhtyar, O., Cupp, P., & Anderman, E.M. (2008). Sexual self-concept and sexual self-efficacy in adolescents: A possible clue to promoting sexual health? Journal of Sex Research, 45, 277-286.
• 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.