M. Anderman, Ph.D.
Eric M. Anderman is an Associate Professor in the Department of Educational and Counseling Psychology at the University of Kentucky. His research focuses on academic motivation and health motivation in adolescents. He is Associate Editor of the Journal of Educational Psychology.
Office: 107 Taylor Education Building
SELECTED RESEARCH EXPERIENCE
National Institute of Nursing Research (R01 NR08379-01), Improving School
Learning Environments in HIV Prevention, September 30 2002 - June 30 2007.
$2,117,891 (Co Principal Investigator).
Kentucky Department of Education, Differentiated Compensation, April 1, 2003 - June 30, 2005, $200,000 (Co Principal Investigator).
Palincsar, A.S., Klenk, L., Anderman, E.M., Parecki, A., & Wilson, A. (1991). Fostering the collective search for understanding in special education classrooms through responses to literature. Exceptionality Education Canada, 1, 105-125.
Maehr, M.L. & Anderman, E.M. (1993). Reinventing schools for early adolescents: Emphasizing task goals. Elementary School Journal, 93, 593-610.( PDF 1.20 MB)
Pintrich, P.R., Anderman, E.M., & Klobucar, C. (1994). Intraindividual differences in motivation and cognition in students with and without learning disabilities. Journal of Learning Disabilities, 27, 360-370. (PDF 2.53 MB)
Anderman, E.M., & Maehr, M.L. (1994). Motivation and schooling in the middle grades. Review of Educational Research, 64, 287-309.
Vander Stoep, S., Anderman, E.M., & Midgley, C. (1994). Principal venturesomeness, teacher satisfaction, and student motivation. School Effectiveness and School Improvement, 5, 254-271.
Anderman, E.M., & Young, A.J. (1994). Motivation and strategy use in science: Individual differences and classroom effects. Journal of Research in Science Teaching, 31, 811-831. (PDF 311KB)
Midgley, C., Anderman, E.M., & Hicks, L. (1995). Differences between elementary and middle school teachers and students: A goal theory approach. Journal of Early Adolescence, 15, 90-113.
Anderman, E.M., & Urdan, T.C. (1995). A multi-level approach to middle -level reform. Principal, 74(3), 26-28.
Jayaratne, T.E., Flanagan, C. & Anderman, E.M. (1996). Predicting college student attitudes toward the persian gulf war: the role of gender and television exposure. Peace and conflict: Journal of peace psychology, 2(2), 151-171. (PDF 1.10 MB)
Anderman, E.M., & Johnston, J. (1997). Channel One brings television news to middle school classrooms. Middle School Journal, 28, 33-36.
Anderman, E.M. (1997). Motivation and school reform. In M.L. Maehr & P.R. Pintrich (Eds.), Advances in Motivation and Achievement, Volume 10 (pp. 303-337). Greenwich, CT: JAI Press. (PDF 355 KB)
Anderman, E.M., & Kimweli, D.M.S. (1997). Victimization and safety in schools serving early adolescents. Journal of Early Adolescence, 17, 408-438. (PDF 450 KB)
Anderman, E.M., & Midgley, C. (1997). Changes in achievement goal orientations, perceived academic competence, and grades across the transition to middle level schools. Contemporary Educational Psychology, 22, 269-298. (PDF 192 KB)Griesinger, T. & Anderman, E.M. (1997). Motivation to learn about current events. Peace and conflict: Journal of peace psychology, 3(2), 193-211. (PDF 964 KB)
Anderman, E.M., & Johnston, J. (1998). TV news in the classroom: What are adolescents learning? Journal of Adolescent Research, 13, 73-100. (PDF 313 KB)
Urdan, T., Midgley, C., & Anderman, E.M. (1998). Classroom influences on self-handicapping strategies. American Educational Research Journal. 35, 101-122.
Anderman, E.M., Griesinger, T., & Westerfield, G. (1998). Motivation and cheating during early adolescence. Journal of Educational Psychology, 90, 84-93. (PDF 1.06MB)
Anderman, E.M. (1998). The middle school experience: Effects on the math and science achievement of learning disabled adolescents. Journal of Learning Disabilities. 31, 128-138. (PDF 2.60 MB)
Midgley, C., Kaplan, A., Middleton, M., Maehr, M. L., Urdan, T., Anderman, L. H., Anderman, E., & Roeser, R. (1998). The development and validation of scales assessing students' achievement goal orientations. Contemporary Educational Psychology, 23, 113-131.
Anderman, L.H., & Anderman, E.M. (1999). Social predictors of changes in students’ achievement goal orientations. Contemporary Educational Psychology, 25, 21-37. (PDF 64.2 KB)
Anderman, E.M., Maehr, M.L., & Midgley, C. (1999). Declining motivation after the transition to middle school: Schools can make a difference. Journal of Research and Development in Education. 32, 131-147.
Anderman, E.M., Anderman, L.H., & Griesinger, T. (1999). Present and possible academic selves during early adolescence. Elementary School Journal, 100, 2-17. (PDF 1.86 MB)
Anderman, L.H., & Anderman, E.M. (2000). Considering contexts in educational psychology: Introduction to the special issue. Educational Psychologist, 35, 67-68. (PDF 16.9 KB)
Anderman, L.H., & Anderman, E.M. (2000). The role of social context in educational psychology: Substantive and methodological issues. Guest editors. Educational Psychologist, 35 (2).
Antshel, K., & Anderman, E.M. (2000). Social influences on sports participation during adolescence. Journal of Research and Development in Education, 33, 85-94. (PDF 247 KB)
Elliott, J., Hufton, N., Anderman, E.M., & Illushin, L. (2000). The psychology of motivation and its relevance to educational practice. Educational and Child Psychology, 17(3), 122-138.
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.
Anderman, E.M., Austin, C.C., & Johnson, D. (2002). The development of goal orientation. In A. Wigfield & J. Eccles (Eds.), Developmental of achievement motivation (pp. 197-220). San Francisco: Academic Press. (PDF 523 KB)
Anderman, E.M., & Midgley, C. (2002). Methodology for studying goals, goal structures, and patterns of adaptive learning. In C. Midgley (Ed.), Goals, Goal Structures, and Patterns of Adaptive Learning (pp. 1-20). Mahwah, NJ: Lawrence Erlbaum
Urdan, T., Ryan, A., Anderman, E.M., & Gheen, M. (2002). Goals, goal structures, and avoidance behaviors. In C. Midgley (Ed.), Goals, Goal Structures, and Patterns of Adaptive Learning. (pp. 55-83). Mahwah, NJ: Lawrence Erlbaum.
Anderman, E.M., Jensen, J., Haleman, D., & Goldstein, B. (2002). Motivation to improve adult education in under-educated adults in rural communities. In D. McInierney & S. Van Etten (Eds.), Sociocultural Influences on Motivation, Volume 2 (pp. 183-206).Greenwich, CT: Information Age Publishing. (PDF 233 KB)
Anderman, E.M. (2002). School effects on psychological outcomes during adolescence. Journal of Educational Psychology, 94, 795-809. (PDF 95.1 KB)
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. (PDF 502 KB)
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. (PDF 219 KB)
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: Motivating students, improving schools: The legacy of Carol Midgley (Vol. 13). Greenwich, CT: JAI Press.