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Lynley Anderman

Professor, Department of Educational Studies

Program Area: Educational Psychology

(614) 292-4145
anderman.2@osu.edu

Personal Website

Biography

Lynley H. Anderman, Professor of Educational Psychology, taught at the elementary and middle school levels for several years in Auckland, New Zealand before pursuing a career in academia. Her major research interest is in creating classroom contexts, both from the point of view of instructional delivery and interpersonal relationships among students and teachers, which support and maintain students’ motivation and engagement in academic work.

Education

  • PhD, Education and Psychology, The University of Michigan, 1996
  • MA, Education (first class honors), The University of Auckland, Auckland, New Zealand, 1992
  • BA, Education, The University of Auckland, Auckland, New Zealand, 1990

Research Interests

  • Educational Psychology
    • Class climate
    • Classroom research
    • Motivation
    • Peer relationships
    • School belonging
    • Teacher-student relationships

Research Summary

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.

Experience

  • Executive editor, Journal of Experimental Education, 2009-2013
  • Series editor, Classroom Insights from Educational Psychology, 2012 – 2016
  • Associate editor, Theory into Practice, 2008-2012
  • Editorial board member, American Educational Research Journal, 2009-2010
  • Editorial board member, Journal of Educational Psychology, 2003-2007
  • Chair, AERA Special Interest Group in Motivation in Education, 2006-2008
  • Program Chair, AERA Special Interest Group in Motivation in Education, 2004-2006
  • Program Chair, APA Division 15 (Educational Psychology), 2002-2003
  • Peer review panel member, Institute of Educational Sciences, Social and Behavioral panel, 2011-2014
  • Peer review panel member, Institute of Educational Sciences, Improving Failing Schools panel, 2010.

Honors

  • Fellow, American Psychological Association, 2013
  • College of Education & Human Ecology Distinguished Teaching Award, The Ohio State University, 2012
  • Outstanding Academic Title Award for Psychology of Classroom Learning: An Encyclopedia, The Association of College and Research Libraries, November, 2009
  • College of Education Exceptional Achievement Award for Research, The University of Kentucky, 2001
  • Fulbright Travel Grant, 1992

Selected Presentations

  • Anderman, L. H.(April, 2013). Discussant for symposium titled Bridging the theory- practice divide: Teacher approaches to motivating students at the American Educational Research Association conference, San Francisco, CA.
  • Anderman, L. H.(April, 2013). Discussant for paper session titled The role of instructional approach in students’ learning and motivation at the American Educational Research Association conference, San Francisco, CA.
  • Anderman, L. H.,Kowalski, M. & Dawson, H. (August, 2012). Student perceptions of what teachers care about: Aggravating or assuaging the temptation to cheat.  Poster presented at the biennial International Conference on Motivation, Frankfort, Germany.
  • Anderman, L. H. (August, 2011). Invited presentation in session titled Strengthening educational psychology’s role in the academy and practice, for Division 15 at the American Psychological Association annual conference, Washington, DC.
  • Anderman, L. H. (April, 2011). The role of educational psychology in teacher education. Invited chair and presenter, Vice-Presidential invited session, Division C, American Educational Research Association, New Orleans, LA.
  • Anderman, L. H., Gray, D. L., & Anderman, E. M. (August, 2010). Associations between teachers’ communication behaviors, affinity-seeking, and perceived mastery goal structures. Poster presented at the biennial International Conference on Motivation, Porto, Portugal.
  • Anderman, L. H.(October, 16, 2004). Instructional antecedents of students’ sense of belonging. Invited paper presented at the Tribute to Paul R. Pintrich, University of Michigan, Ann Arbor, MI.

Selected Publications

BOOKS

  • Anderman, E. M., & Anderman, L. H. (2013). Classroom motivation (2nd ed.). Columbus, OH.  Merrill/Pearson.
  • Anderman, E. M., & Anderman, L. H. (2010). Classroom motivation (1st ed.). Columbus, OH: Merrill/Pearson.
  • Anderman, E. M., & Anderman, L. H. (Eds.) (2009). Psychology of Classroom Learning: An Encyclopedia.  Detroit, MI: Macmillan, Gale.

BOOK CHAPTERS

  • Anderman, L. H., & Klassen, R. M. (forthcoming). Teacher cognition and affect in the classroom. In L. Corno & E. M. Anderman (Eds.), Handbook of educational psychology, Vol. 3. Action editor: L. Corno. Lawrence Erlbaum. Scheduled for publication 2016.
  • Anderman, L. H., & Levitt, S. (2014). Creating classrooms that support students’ motivation. In M. Furlong, R. Gilman, & E. S. Huebner (Eds.), Handbook of positive psychology in schools (2nd ed.). New York, NY: Routledge.  Scheduled for publication in 2014.
  • Anderman, L. H. (2013). Motivation and achievement in classrooms. In J. A. C. Hattie & E. M. Anderman (Eds.), International guide to student achievement (pp.185-187).  Action editor: J. C. Turner. New York, NY: Routledge
  • 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). Action editor: T. B. Murdock. New York: Academic Press.
  • 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.

REFEREED JOURNALS

  • 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, 316-327. doi: 10.1016/j.cedpsych.2013.06.003.
  • Anderman, L. H.,Andrzejewski, C.E., & Allen, J. (2011). How do teachers support students’ motivation and learning in their classrooms? Teachers College Record, 113, (5), 969-1003.
  • Patrick, H., Anderman, L. H., Shalter, P. B., & Duffin, L. C. (2011). The role of educational psychology in teacher education: Three challenges for educational psychologists. Educational Psychologist, 46 (2), 71-83.
  • 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.
  • 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. (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.