Lynley H. Anderman, Ph.D.

Associate Professor

Office: 145D Ramseyer Hall
Phone: (614) 292-4145
Fax: (614) 292-7900
Email: anderman.2@osu.edu

Education

• 1996 - Ph.D., University of Michigan Education and Psychology
• 1992 - M.A., University of Auckland, (Honors) in Education

Scholarly Interests

Student motivation in educational settings and the ways in which it is fostered through instructional practices and supportive interpersonal relationships. This includes consideration of students' social goals, sense of belonging, and perceptions of their interactions with both peers and teachers.

Selected Publications

Books

• Anderman, E. M., & Anderman, L. H. (2010). Classroom motivation. Columbus, OH: Merrill/Pearson.
• Anderman, E. M., & Anderman, L. H. (Eds.) (2009). Psychology of Classroom Learning: An Encyclopedia. Detroit, MI: Macmillan, Gale.

Chapters in Books

• Anderman, L. H. (forthcoming). Motivation and achievement in classrooms. In J. A. C. Hattie & E. M. Anderman (Eds.), International handbook of student achievement. Action editor: J. C. Turner. 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 Schools (pp. 161-173). Mahwah, NJ: Lawrence Erlbaum.
• Anderman, L. H., & Leake, V. (2007). The interface of school and family in meeting the belonging needs of early adolescents. In S. B. Mertens , V. A. Anfara, & M. M. Caskey (Eds.), The Handbook of Research in Middle Level Education, Vol. 6. The Young Adolescent and the Middle School (pp. 163-182). Greenwich, CT: Information Age.
• Anderman, L. H., Freeman, T. M., & Mueller, C. E. (2007). The "social" side of social context: Interpersonal and affiliative dimensions of students' experiences and academic dishonesty. In E. M. Anderman & T. B. Murdock (Eds.), Psychological Perspectives on Academic Cheating (pp. 203-228). New York: Academic Press.
• Meece, J., Anderman E. M., & Anderman, L. H. (2006). Structures and goals of educational settings: Classroom goal structure, student motivation, and academic achievement. In Fiske, S. T., Kazdin, A. E., & Schacter, D. L. (Eds.), Annual Review of Psychology, Vol. 57 (pp. 487-504). Stanford, CA: Annual Reviews.
• Anderman, L. H., & Freeman, T. (2004). Students' sense of belonging in school. In M. L. Maehr & P. R. Pintrich (Eds.), Advances in Motivation and Achievement, Vol. 13. Motivating Students, Improving Schools: The Legacy of Carol Midgley (pp. 27-63). Oxford, UK: Elsevier.
• Anderman, L. H., Patrick, H., Hruda, L. Z., & Linnenbrink, L. (2002). Observing classroom goal structures to clarify and expand goal theory. In C. Midgley (Ed.), Goals, goal structures, and patterns of adaptive learning (pp. 243-278). Hillsdale, NJ: Lawrence Erlbaum.

Journal Articles

• Anderman, L. H., Andrzejewski, C.E., & Allen, J. (in press). How do teachers support students' motivation and learning in their classrooms? Teachers College Record. Scheduled for publication in volume 113 (5).
• Patrick, H., Anderman, L. H., Shalter, P. B., & Duffin, L. C. (in press). The role of educational psychology in teacher education: Three challenges for educational psychologists. Educational Psychologist. Scheduled for publication in volume 46 (1).
• Anderman, E. M., Anderman, L. H., Yough, M., & Gimbert, B. (2010). Value-added models of assessment: Implications for motivation and accountability. Educational Psychologist, 45, 123-137.
• Towles-Reeves, E., Kleinert, H., & Anderman, L. (2009). Alternate assessments based on alternate achievement standards: Principals' perceptions. Research and Practice for Persons with Severe Disabilities, 33, 122-133.
• Anderman, L. H., & Kaplan, A. (2008). The role of interpersonal relationships in student motivation: Introduction to the special issue. Journal of Experimental Education, 76, 115-119.
• Freeman, T. M., Anderman, L. H., & Jensen, J. M. (2007). Sense of belonging in college freshmen at the classroom and campus levels. Journal of Experimental Education, 75, 203-220.
• Anderman, L. H. & Leake, V. S. (2005). The ABC's of motivation: An alternative framework for teaching preservice teachers about motivation. The Clearing House, 78, 192-196.
• Freeman, T. M., & Anderman, L. H. (2005). Changes in mastery goals in urban and rural middle school students. Journal of Research in Rural Education, 20 (1). http://www.umaine.edu/jrre/articles/vol20.htm
• Anderman, L. H., Patrick, H., & Ryan, A. M. (2004). Promoting adaptive motivational beliefs in middle school classrooms. Middle School Journal, 35, 33 - 39.
• Anderman, L. H. (2003). Academic and social perceptions as predictors of change in middle school students' sense of school belonging. Journal of Experimental Education, 72, 5-22.
• Patrick, H., Anderman, L. H., Ryan, A. M., Edelin, K., & Midgley, C. (2001). Teachers' communication of goal orientations in four fifth-grade classrooms. Elementary School Journal, 102, 35 - 58.
• Anderman, L. H. (1999). Classroom goal orientation, school belonging and social goals as predictors of students' positive and negative affect following the transition to middle school. Journal of Research and Development in Education, 32, 89 - 103.
• Anderman, L. H., & Anderman, E. M. (1999). Social predictors of changes in students' achievement goal orientations. Contemporary Educational Psychology, 25, 21-37.