Anita Hoy

Dr. Anita Woolfolk Hoy is professor emerita of educational psychology in the college's Department of Educational Studies. She taught educational psychology at The Ohio State University from 1994 through 2012. In 2013 she was inducted into the College of Education and Human Ecology Alumni Hall of Fame. Prior to teaching at OSU, Hoy was a faculty member at Rutgers University for 20 years.

Professor Woolfolk Hoy has published research in the areas of teacher cognition, teachers’ sense of efficacy, student perceptions of teachers, teachers’ beliefs, student motivation and the application of educational psychology to teaching. Her work appears in the Journal of Educational Psychology, American Educational Research Journal, Review of Research in Education, Teaching and Teacher Education, the Elementary School Journal, Learning and Instruction, Educational Psychology Review, Action in Teacher Education, Teachers College Record, Educational Researcher and the Educational Psychologist.

Her text, Educational Psychology (Pearson), is moving into its 16th edition and is the most widely read introduction to educational psychology in the field. It is published in over a dozen different languages and is referenced in countries around the world. With Nancy Perry, Dr. Hoy has published two editions of Child and Adolescent Development (Pearson). With her husband, Wayne K. Hoy, she published the 5th edition of Instructional leadership:  A research-based guide to learning in schools.

Read Dr. Woolfolk Hoy's complete biography and access her research instruments.

• PhD, Educational Psychology, University of Texas at Austin, 1972
• BA, Psychology, University of Texas at Austin, 1969

• 2013-Present  Professor Emeritus; Department of Educational Studies, College of Education and Human Ecology, The Ohio State University, Columbus, Ohio, 43210.
• 10/94 – 12/12  Professor; School of Educational Policy and Leadership, College of Education and Human Ecology, The Ohio State University, Columbus, Ohio
• 7/86 – 9/94 Professor; Department of Educational Psychology, Graduate School of Education, Rutgers-The State University, New Brunswick, N.J.; Joint appointment with the Graduate School of Applied and Professional Psychology and full member of the Graduate Faculty (Psychology).
• 7/90 – 7/93 Chair; Department of Educational Psychology, Rutgers-The State University, New Brunswick, N.J.
• 7/78 – 6/86 Associate Professor, Rutgers-The State University, New Brunswick, N.J. (Department of Educational Psychology, Graduate School of Education, 1/81-7/86; Department of Education, Douglass College, 7/78-12/80); Joint appointment with GSAPP and full member of the Graduate Faculty (Psychology).
• 7/73 – 6/78 Assistant Professor, Department of Education, Douglass College, Rutgers-The State University, New Brunswick, N.J.; Joint appointment with GSAPP and associate member of the Graduate Faculty (Psychology).

Books

• Woolfolk, A., & Usher, E. (in preparation). Educational psychology (16th ed.). Pearson.
• Woolfolk, A., & Usher, E. (2024). Educational psychology: Active learning edition (15th ed.). Pearson.
• Woolfolk Hoy, A., & Hoy, W. K. (2020). Instructional leadership.: A research-based guide to learning in schools (5th ed.). New York: Pearson.
• Woolfolk, A. (2020).  Educational psychology: Active learning edition (14th ed.). New York: Pearson.
• Woolfolk, A. (2019).  Educational psychology (14th ed.). New York: Pearson. 
• Woolfolk, A., Winne, P. H., & Perry, N. E. (2019). Educational psychology: Canadian edition (7th ed.). Scarborough, Ontario: Pearson, Canada.
• Margetts, K., & Woolfolk, A. (2019). Educational Psychology: Australian adaptation (5th ed.). Sydney: Pearson Education Australia 

Chapters

• Perry, N. E., & Woolfolk Hoy, A. (2023) Toward transparency in teaching learning for learners who will teach: Foreword in J. S. Vogler & M. M. Buehl (Eds.), Theory to practice: Educational psychology for teachers and teaching. Teaching learning for effective instruction (vol. 3). Information Age.
• Woolfolk Hoy, A. (2023). Gaining efficacy with experience: From teacher education to classroom practice. In T. Good & M. McCaslin (Eds.), Routledge encyclopedia of education: Educational psychology. New York: Routledge/Taylor and Francis. 
• Farley, F., Alexander, P., Baker, E., Berliner, D., Calfee, R., DeCorte, E., Greeno, J., Woolfolk Hoy, A. & Mayer, R. (2016). Afterword: Perspectives on the past, present and future of educational psychology. In L. Corno (Ed.), The handbook of educational psychology (3rd ed.). Washington D. C.: American Psychological Association, Division 15. 
• Woolfolk Hoy, A. (2013). A reflection on the place of emotion in teaching and teacher education. In M. Newberry, A. Gallant, & P. Riley (Eds.), Advances in research in education: Emotion and school: International perspectives on the function, process and products of the ‘other’ curriculum. Bingley, UK: Emerald.
• ÇakıroÄŸlu, J., Aydın, Y. C, & Woolfolk Hoy, A. (2012). Science teaching efficacy beliefs. In B. Frazer, K. Tobin, & C. McRobbie, (Eds.). Second International Handbook of Science Education (pp. 449-462). New York: Springer.
• Woolfolk Hoy, A., Hoy, W. K., & Davis, H. (2009). Teachers’ self-efficacy beliefs. In K. Wentzel, & A. Wigfield (Eds.). Handbook of motivation in school (pp. 627-654). Mahwah, NJ: Lawrence Erlbaum.
• Woolfolk Hoy, A. (2008). Stories of teaching: Four lessons. In T. Urdan & F. Pajares (Eds.), Adolescence and education: Volume VI. The ones we remember: Scholars reflect on teachers who made a difference (pp. 171-176). Information Age Publishing. Greenwich, CT.

Journal Articles

• Woolfolk Hoy, A. (2019). Academic optimism and a touch of wisdom. Acquired Wisdom: Lessons Learned by Distinguished Researchers (vol 26). S. Nieto, F. Erickson, & P. Winne Eds.). http://dx.doi.org/10.14507/er.v26.2751. 
• Summers, J. J., Davis, H. A., & Woolfolk Hoy, A. (2017). The effects of teachers' efficacy beliefs on students' perceptions of teacher relationship quality. Learning and Individual Differences, 53, 17-25.
• Keller, M. M., Woolfolk Hoy, A., Goetz, T., & Frenzel, A. C. (2016). Teacher enthusiasm: Reviewing and redefining a complex concept. Educational Psychology Review, 28, 743-769.
• Woolfolk Hoy, A., Davis, H, & Anderman, E. (2013). Theories of learning and teaching in TIP. Theory Into Practice 50th Anniversary Issue, 52, 9-21.
• Sakiz, G., Pape, S., & Woolfolk Hoy, A. (2011).Does perceived teacher affective support matter for middle school students in mathematics classrooms? Journal of School Psychology. doi:10.1016/j.jsp.2011.10.005
• Beard, K. S., Hoy, W. K., & Woolfolk Hoy, A. (2010) Academic optimism of individual teachers: Confirming a new construct. Teaching and Teacher Education, 26, 1136-1144.
• Woolfolk Hoy, A., & Hoy, W. K. (2009.) An interview about instructional leadership. Academic Leadership OnLine Journal, 7(4) (ISSN: 1533-7812). http://www.academicleadership.org/emprical_research/An_Interview_with_Anita_Woolfolk_Hoy_and_Wayne_K_Hoy_About_Instructional_Leadership.shtml
• Woolfolk Hoy, A. (2008). Texts and learning to teach: One author’s view. Teachers College Record, Date Published: October 17, 2008. http://www.tcrecord.org ID Number: 15418.
• Woolfolk Hoy, A. (2008). What motivates teachers? Important work on a complex question. Learning and Instruction, 18, 492-498.
• Woolfolk Hoy, A. Hoy, W. K., & Kurz, N. M. (2008). Teacher’s academic optimism: The development and test of a new construct. Teaching and Teacher Education, 24, 821-835