Eric Anderman

Eric M. Anderman is Professor of Educational Psychology and of Quantitative Research, Evaluation, and Measurement. He received his Ph.D. in Educational Psychology from The University of Michigan, and he holds a Masters degree from Harvard University and a Bachelor of Science degree from Tufts University. His research over the past 25 years has focused on academic motivation. He is a Fellow of both the American Psychological Association and the American Educational Research Association. He is the editor of the journal Theory into Practice, and he recently co-edited the 3rd edition of the Handbook of Educational Psychology with Lyn Corno, and the Visible Learning Guide to Student Achievement with John Hattie. He is the co-author of three text books, as well as over 100 peer-reviewed articles and invited chapters.   His research has been featured in numerous media outlets, including CBS News, NBC News (Dateline NBC), CNN, NPR, The Huffington Post, The Wall Street Journal, New York magazine, and numerous other outlets. His research has been funded by a variety of agencies, including the Institute of Education Sciences, the U.S. Department of Health and Human Services, and the National Institutes of Health. 

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

• Adolescent and At-Risk Youth
  • School-based interventions aimed at preventing engagement in risky behaviors
• Child Development
• Cognitive Development
  • Cognitive Development as it relates to learning
• Cognitive Psychology
• Educational Achievement
• Educational Psychology
  • Academic Motivation
  • Development
  • Instructional Strategies
• Educational Statistics and Research Methods
• Health Teacher Education
• Junior High/Intermediate/Middle School Education and Teaching
• Teacher Education
• Teacher Education Policy and Leadership

• Developing Seamless Blended Learning Through Collaborative In-Class and Online Dialogue about Critical Civic Issues to Improve Elementary Students’ Interpersonal Competencies and Academic Achievement. 
• This project, funded by the Institute of Education Sciences, focuses on iteratively developing and testing a hybrid curriculum that fosters the development of collaborative reasoning in elementary school students (co-PI, with Tzu Jung Lin and Michael Glassman).
• The Changing Landscape for Adolescent Health Equity and Access in Central Ohio. 
• This project, funded by the US Department of Health and Human Services, focuses on providing evidence-based STD and pregnancy prevention instruction and health services to early adolescents. This is a collaboration between OSU and Nationwide Children’s Hospital. I am the OSU research lead, and a Co-Investigator on the project, with Mary Kay Irwin).
• Violence Perpetrated Against Educators
• I am part of the American Psychological Association’s Task Force on the Prevention of Violence Perpetrated Against Educators. We are a group of researchers studying the prevalence and causes of violence perpetrated against educators. We are collecting data nationally from large groups of educators. Collaborators include Susan McMahon (DePaul University), Dorothy Espelage (UNC Chapel Hill), Ron Astor (UCLA), Frank Worrell (UC Berekely), Linda Reddy (Rutgers), and Andrew Martinez (Center for Court Innovation).
• Academic Integrity in College Students
• Supported by the International Center for Academic Integrity, I work with a group of scholars who study academic integrity. We collect data on student academic integrity and cheating, examining both individual and institutional correlates of academic integrity and academic dishonesty.

• Institute of Education Sciences (IES, 2020). R305A200364. Developing Seamless Blended Learning Through Collaborative In-Class and Online Dialogue about Critical Civic Issues to Improve Elementary Students’ Interpersonal Competencies and Academic Achievement. (Co-PI, T. Lin, PI). July 1, 2020 – June 30, 2024. $1,399,848.
• U.S. Department of Education (USDOE, 2020). U310A180049. Ohio Family Engagement Center. (B. Boone, PI; Anderman: Center Faculty Affiliate, 1 month/year). July 1, 2019 – June 30, 2024.
• U.S. Department of Health and Human Services, Office of Population Affairs (DHHS, 2020). 1 TP1AH000212-01-00. July 1, 2020-June 30, 2023. The Changing Landscape for Adolescent Health Equity and Access in Central Ohio.(Co-I, Mary Kay Irwin, Nationwide Children’s Hospital, PI). $2,500,000.
• Nationwide Children’s Hospital/Celebrate One (2020). Teen Pregnancy Pilot Research (Principal Investigator). $33,436.

• Anderman, E.M. (2023). The most fundamental limitation in motivation theory and research is our theories. In M. Bong, S. Kim, & J. Reeve (Eds.), Motivation science: Controversies and Insights (pp. 408-413). Oxford: Oxford University Press.
• Anderman, E.M., Allsop, Y., Ching, K., Ha, S.Y. (2023). In: Tierney, R.J., Rizvi, F.,
  Erkican, K. (Eds.), International Encyclopedia of Education, vol. 6. Elsevier.
  https://dx.doi.org/10.1016/B978-0-12-818630-5.14057
• Anderman, E.M., Patrick, H., & Ha, S. (2022). Achievement goal theory and engagement. In A.L. Reschly & S. Christenson (Eds.), The handbook of research on student engagement, 2nd Ed (pp. 511-528). Heidelberg: Springer Science.
• Anderman, E.M., Tilak, S., Perry, A.H., von Spiegel, J., & Black, A. (2022). Academic motivation and cheating: A psychological perspective. In D. Rettinger & T. Bertram Gallant (Eds.), Academic Integrity: Lessons from 30 years of research (pp. 65-98). San Francisco: Wiley/Jossey-Bass.
• Kim, Y., Yu, S. L., Wolters, C. A., & Anderman, E. M. (2023). Self-regulatory processes within and between diverse goals: The multiple goals regulation framework. Educational Psychologist. https://doi.org/10.1080/00461520.2022.2158828
• Allsop, Y., Saxbe, S., Abbott, V., Ha, S. Y., Irwin, M. K., Liu, X., Martinez Calvit, A. I., Sheng, Y., Tilak, S., Van Petten, L., & Anderman, E. M. (2023). Leveraging community partnerships: Conversion of a sexual health curriculum as a virtual teaching tool for middle schoolers. Middle School Journal, 54(2), 6–16. https://doi.org/10.1080/00940771.2022.2163217
• Gilman, R., Carboni, I., Perry, A., & Anderman, E. M. (2022). Social network analysis and its applications to school psychology: A tutorial. School Psychology, 37(6), 424–433. https://doi-10.1037/spq0000529
• Ha, S. Y., & Anderman, E. M. (2022). Having someone to talk: A buffer against maladaptive academic behavior during adolescence? Child & Youth Care Forum. https://doi- /10.1007/s10566-022-09726-5
• Anderman, E. M., Gilman, R., Liu, X., & Ha, S. Y. (2022). The relations of inattention
  and hyperactivity to academic cheating in adolescents with executive functioning problems. Psychology in the Schools, 1–16. https://doi.org/10.1002/pits.22644
• Anderman, E. M., Ha, S. Y., & Liu, X. (2021). Academic achievement and postsecondary educational attainment of domestically and internationally adopted youth. Adoption Quarterly.   https://doi.org/10.1080/10926755.2021.1978025
• Allsop, Y., & Anderman, E. M. (2022). Developing sexual self-efficacy beliefs during adolescence: Do health teachers really matter? Journal of Youth and Adolescence, 51(11), 2061–2076. https://doi- 10.1007/s10964-022-01646-w
• Anderman, E.M., & Martinez-Calvit, A.I. (2021). Deeper learning and motivation: Striving for mastery. Educational Leadership, 79(4).
• Kim, Y., Yu, S. L., Wolters, C. A., & Anderman, E. M. (2021). Academic, social, and well-being goals in the classroom: The dynamic interplay between multiple goals and self-regulatory processes. Contemporary Educational Psychology, 67, 102018. https://doi.org/10.1016/j.cedpsych.2021.102018 
• Iaconelli, R., & Anderman, E. M. (2021). Classroom goal structures and communication style: The role of teacher immediacy and relevance-making in students’ perceptions of the classroom. Social Psychology of Education: An International Journal. https://doi-/10.1007/s11218-021-09609-y
• Anderman, E.M., & Anderman, L.H. (2021). Classroom motivation: Linking research to teacher practice. Third edition. New York: Routledge.
• Anderman, E.M. (2021). Sparking student motivation: The power of teachers to rekindle a love for learning.  Thousand Oaks, CA: Corwin.
• Anderman, E.M., & Hattie, J. (Eds.) (2020). Visible learning guide to student achievement. New York: Routledge.
• Anderman, E. M. (2020). Achievement motivation theory: Balancing precision and utility. Contemporary Educational Psychology, 61. https://doi: 10.1016/j.cedpsych.2020.101864
• Koenka, A. C., Anderman, E. M., Anderman, L. H., & Won, S. (2020). Associations between ethnic identity and motivational beliefs in internationally adopted youth and the mediating role of school belonging. Learning & Individual Differences, 81, N.PAG. https://doi: 0.1016/j.lindif.2020.101909
• Lee, Y. J., & Anderman, E. M. (2020). Profiles of perfectionism and their relations to educational outcomes in college students: The moderating role of achievement goals. Learning and Individual Differences, 77. https://doi- 10.1016/j.lindif.2019.101813
• Won, S., Anderman, E. M., & Zimmerman, R. S. (2020). Longitudinal relations of classroom goal structures to students’ motivation and learning outcomes in health education. Journal of Educational Psychology, 112(5), 1003–1019. doi: /10.1037/edu0000399
• Anderman, E. M., & Won, S. (2019). Academic cheating in disliked classes. Ethics & Behavior, 29(1), 1–22. https://doi.org/10.1080/10508422.2017.1373648
• Ormrod, J., Anderman, E.M., & Anderman, L.H. (2019). Educational psychology: Developing learners. Tenth edition. Boston: Pearson.
• Anderman, E.M., Espelage, DL., Reddy, L.A., McMahon, S.D., Martinez, A., Lane, K.L., Reynolds, C., & Paul, N. (2018).  Teachers’ reactions to experiences of violence: An attributional analysis. Social Psychology of Education: An International Journal, 21(3),  621-653. doi.org/10.1007/s11218-018-9438-x
• Anderman, E. M., Koenka, A. C., Anderman, L. H., & Won, S. (2018). Math and science motivation in internationally adopted adolescents. School Psychology Quarterly, 33(3), 469–481.
• Anderman, E. M., & Gray, D. L. (2017). The roles of schools and teachers in fostering competence motivation. In A. J. Elliot, C. S. Dweck, D. S. Yeager, A. J. Elliot, C. S. Dweck, D. S. Yeager (Eds.), Handbook of competence and motivation: Theory and application (pp. 604-619). New York, NY, US: Guilford Press.
• Anderman, E. M., Okonkwo, C., Lee, Y. J., & Collen, C. (2016). Teaching pre-service teachers about goal orientations. In M. C. Smith, N. DeFrates-Densch, M. C. Smith, N. DeFrates-Densch (Eds.), Challenges and innovations in educational psychology teaching and learning (pp. 151-163). Charlotte, NC, US: IAP Information Age Publishing.
• Lucariello, J. M., Nastasi, B. K., Anderman, E. M., Dwyer, C., Ormiston, H., & Skiba, R. (2016). Science supports education: The behavioral research base for psychology's top 20 principles for enhancing teaching and learning. Mind, Brain, and Education, 10(1), 55-67.
• Ryan, A., Urdan, T., & Anderman, E.M. (2016). Adolescent development for educators. Boston: Pearson.
• Corno, L., & Anderman, E.M. (Eds) (2015). Handbook of Educational Psychology. Third Edition. New York: Routledge.
• Espelage, D., Anderman, E.M., Brown, V.E., Jones, A., Lane, K.L., McMahon, S.D., Reddy, L.A., & Reynolds, C.R. (2013). Understanding and preventing violence directed against teachers: Recommendations for a national research, practice, and policy agenda. American Psychologist, 68(2), 75-87.

• Cash, T., Lin, T., Tonissen, A., & Anderman, E.M. (2020, November). Differential effects of self-contained and cluster programs on gifted students’ well-being. Paper to be presented at the annual meeting of the National Association for Gifted Children, Lake Beuna Vista, FL.
• Anderman, E.M. (2020, February). Violence against educators. Invited presentation, Ohio Federation of Teachers Convention. Columbus, OH, February 2020.
• National Academy Committee on the Consideration. of Generational Issues in Workforce Management and Employment Practices (2020, August). Are generational categories meaningful distinctions for workforce management? Paper presented at the annual meeting of the American Psychological Association. 
• Green-Francescon, M., & Anderman, E.M. (2020, August). Motivation and sense of belonging: How do they impact college students’ persistence to graduation? Poster presented at the annual meeting of the American Psychological Association.
• Iaconelli, R. & Anderman, E. M. (2020, Apr 17 - 21) Teachers' Communication Behaviors and Classroom Goal Structures in Health Classrooms [Poster Session]. AERA Annual Meeting San Francisco, CA http://tinyurl.com/yx5p4y6c (Conference Canceled)
• Koenka, A.C., Agger, C., & Anderman, E.M. (2019, October). Measuring Science Motivation and the Interactive Experiences of Gender and Racial Identities with Nationally Representative Secondary Data. Paper presented at The Scholarly Consortium for Innovative Psychology in Education, Savannah, GA.
• Won, S., & Anderman, E.M. (2019, April). Longitudinal effects of classroom goals tructures on students’ motivation and learning outcomes in health education. Paper presented at the annual meeting of the American Educational Research Association, Toronto, Canada.
• Anderman, E.M. (2018, April). Continuing motivation. Paper presented as part of invited session in memory of Martin L. Maehr: Culture, Context, and Meaning: Honoring Marty Maehr’s Contributions to the Field of Achievement Motivation. American Educational Research Association, April 2018, New York, NY.
• Koenka, A., Anderman, E.M., Anderman, L.H., & Won, S. (2018, April). An expectancy-value approach to exploring motivation and its precursors among internationally adopted youth. Paper presented at the annual meeting of the American Educational Research Association, New York, NY.
• Anderman, E.M. (2017, October). Academic cheating: From theory to research to practice. Invited Presentation, International Association for K-12 Online Learning. Orlando, FL, October 2017.
• Koenka, A.C., Emery, A., & Anderman, E.M. (2016, August). The motivational consequences of ungraded math courses in middle school. Poster presented at the annual meeting of the American Psychological Association, Denver, CO.
• Emery, A., Sanders, M., Logan, J.A.R., Green, M., & Anderman, E.M. (2016, April). Understanding motivational profiles of students with learning disabilities using latent class analysis. Poster presented at the 2016 annual meeting of the American Educational Research Association, Washington, D.C.
• Anderman, E.M., (2014, July). Academic cheating: The psychological perspective. Invited Keynote Address, World Conference on Psychological Sciences, Las Vegas, NV.
• Cantrell, S.C., Rintamaa, M., Anderman, E.M., & Anderman, L.H. (2014, April). Transition from middle school to high school: Rural adolescents’ reading motivation and its prediction of achievement and behavior. Paper presented at the annual meeting of the American Educational Research Association, Philadelphia, PA.
• Kirkpatrick, K. M., Chang, Y., Lee, Y. J., Tas, Y., & Anderman, E. M. (2013, April). The role of perceived social cost of math and science learning in academic expectations and intentions. In E. M. Anderman, (Chair), Is it worth my time and effort? Exploring students' conceptions of the cost of learning. Symposium conducted at the annual meeting of the American Educational Research Association, San Francisco, CA.
• Chang, Y., Levitt, S., Kovach, K.M., & Anderman, E.M. (2012, April). Relevance alone is not enough: The role of teacher credibility in students’ perceived cost of learning in health education classrooms. Paper presented at the annual meeting of the American Educational Research Association, Vancover, Canada.
• Chang, Y., Leach, N., & Anderman, E.M. (2012, April). The role of perceived autonomy support in principals’ affective organizational commitment and job satisfaction. Paper presented at the annual meeting of the American Educational Research Association, Vancouver, Canada.