Eric M. Anderman, Ph.D.

Professor and Interim 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. (in preparation, to be published in 2008). Motivating children and adolescents in schools. Columbus, OH: Merrill/Prentice Hall.

Edited Books

• Anderman, E.M., & Murdock, T. (2007). Psychology of academic cheating. San Diego, CA: Elsevier.
• Anderman, E.M., & Anderman, L.H. (in preparation, to be published in 2008). Psychology of classroom learning: An encyclopedia. Farmington Hills, MI: Thomson Gale.

Chapters in Books

• Anderman, E.M., & Mueller, C. (in press). Middle school transitions and adolescent development: Disentangling psychological, social, and biological effects. In J. Meece & J. Eccles (Eds.), Handbook of Research on Schools, Schooling, and Human Development. Mahwah, NJ: Lawrence Erlbaum Associates.
• Anderman, E.M., & Weber, J. (in press). Continuing motivation revisited. In A. Kaplan, S. Karabenick. & L. DeGroot (Eds.), Culture, self, and motivation: Essays in honor of Martin L. Maehr. Greenwich, CT: Information Age Press. Anticipated publication fall 2007.
• 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.
• 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

• Anderman, E.M., Lane, D., Zimmerman, R., Cupp, P.K., & Phebus, V. (in press). Comparing the Efficacy of Permanent Classroom Teachers to Temporary Health Educators for Pregnancy/HIV Prevention Instruction. Health Promotion and Practice.
• Zimmerman, R. S., Noar, S. M., Feist-Price, S., Dekhtyar, O., Cupp, P. K., Anderman, E.M., & Lock, S. (in press). Longitudinal test of a multiple domain model of adolescent condom use. Journal of Sex Research.
• 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
• Anderman, E. M., & Midgley, C. (2004). Changes in self-reported academic cheating across the transition from middle school to high school. Contemporary Educational Psychology, 29, 499-5.
• Anderman, E.M. (2002). School effects on psychological outcomes during adolescence. Journal of Educational Psychology, 94, 795-809.
• Turner, J.C., Midgley, C., Meyer, D.K., Gheen, M., Anderman, E.M., Kang, J., & Patrick, H. (2002). The classroom environment and students' reports of avoidance behaviors in mathematics: A multi-method study. Journal of Educational Psychology, 94, 88-106.
• Anderman, E.M., Eccles, J.S., Yoon, K.S., Roeser, R.W., Wigfield, A., & Blumenfeld, P.C. (2001). Learning to value math and reading: Individual differences and classroom effects. Contemporary Educational Psychology, 26, 76-95.