Eric Anderman

Eric M. Anderman is Professor of Educational Psychology and Vice Provost for Regional Campuses. 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 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 textbooks, as well as over 180 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

• Fellow, American Educational Research Association
• Fellow, American Psychological Association
• Recipient of American Psychological Association Early Career Achievement Award (1999)
• President, American Psychological Association, Division 15 (2007-08)
• Editor, Theory into Practice (2012 – Present)

• American Psychological Association (2025). Navigating stormy climates: Teacher motivation on implementing culturally relevant education in the anti-DEI era.  (Principal Investigator)
• 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., Perry, A., Lee, H. J., Martinez-Calvit, A., McMahon, S. D., Worrell, F. W., Reddy, L. A., Martinez, A., Espelage, D. L., & Astor, R. A. (in press). Parental verbal and threatening aggression against administrators, teachers, and school mental health personnel. Psychology of Violence.
• Perry, A., Reddy, L. A., Martinez, A., McMahon, S. D., Astor, R. A., Worrell, F. C., Anderman, E. M., & Espelage, D. (in press). Necessary but not sufficient: School administrator support, teacher safety, anxiety, retention, and victimization. Educational Researcher.
• Anderman, E. M., Cha, W., & Ching, K. (2025). Searching for the silver bullet: Motivation theories in the classroom. In A. J. Elliot (Ed.), Advances in Motivation Science (Vol. 12). Elsevier. https://doi.org/10.1016/bs.adms.2025.02.001
• Cha, W., Kim, S., Lee, H. J., & Anderman, E. M. (2025). Exploration of mindset meaning system in an elite competitive schooling context using a mixed-methods approach. Contemporary Educational Psychology, 83, 102415. https://doi.org/10.1016/j.cedpsych.2025.102415
• Anderman, E. M., Lee, H. J., Allsop, Y., Sheng, Y., & Irwin, M. K. (2026). Informational versus interactive social media usage and sexual risk during early adolescence. Health Psychology, 45(3), 288–298. https://doi.org/10.1037/hea0001546
• McMahon, S. D., Worrell, F. C., Reddy, L. A., Martinez, A., Espelage, D. L., Astor, R. A., Anderman, E. M., Valido, A., Swenski, T., Perry, A. H., Dudek, C. M., & Bare, K. (2024). Violence and aggression against educators and school personnel, retention, stress, and training needs: National survey results. American Psychologist, 79(7), 903–919. https://doi.org/10.1037/amp0001348
• Anderman, E. M., Sheng, Y., & Cha, W. (2024). "Why do I have to learn this?" Phi Delta Kappan, 105(5), 8–12. https://doi.org/10.1177/00317217241230778
• Nagpal, M., Lin, T., Park, H., Anderman, E. M., Bihari, T., Madrid, L., Ford, J., & Subramaniam, B. (2024). Technology-enhanced mindfulness-based collaborative social reasoning to improve adolescents' social–emotional competencies. Journal of Research on Adolescence. https://doi.org/10.1111/jora.12971
• Anderman, E. M., Perry, A. H., Lee, H. J., McMahon, S. D., Astor, R. A., Espelage, D. L., Martinez, A., Reddy, L. A., & Worrell, F. C. (2024). School goal structures and violence against educators before and during COVID-19. Journal of School Violence, 1–15. https://doi.org/10.1080/15388220.2024.2318703
• 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, 58(2), 70–91. https://doi.org/10.1080/00461520.2022.2158828
• Anderman, E. M. (2023). Extrinsic rewards undermine motivation in the classroom… sometimes. In M. Bong, S. Kim, & J. Reeve (Eds.), Motivation science: Controversies and insights (pp. 149–153). Oxford University Press.
• 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., 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). Springer Science.
• Anderman, E. M., & Martinez-Calvit, A. I. (2021). Deeper learning and motivation: Striving for mastery. Educational Leadership, 79(4).
• 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.org/10.1007/s11218-021-09609-y
• Anderman, E. M. (2020). Achievement motivation theory: Balancing precision and utility. Contemporary Educational Psychology, 61. https://doi.org/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 and Individual Differences, 81. https://doi.org/10.1016/j.lindif.2020.101909
• 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. https://doi.org/10.1037/edu0000399
• Anderman, E. M., Espelage, D. L., 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.
• 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.

Books

• Anderman, E. M., Anderman, L. H., & Ormrod, J. E. (2024). Educational psychology: Developing learners (11th ed.). Pearson.
• Anderman, E. M. (2021). Sparking student motivation: The power of teachers to rekindle a love for learning. Corwin.
• Hattie, J., & Anderman, E. M. (Eds.). (2020). Visible learning guide to student achievement. Routledge.
• Anderman, E. M., & Anderman, L. H. (2020). Classroom motivation: Linking research to teacher practice (3rd ed.). Routledge.
• Ryan, A., Urdan, T., & Anderman, E. M. (2016). Adolescent development for educators. Pearson.
• Corno, L., & Anderman, E. M. (Eds.). (2015). Handbook of educational psychology (3rd ed.). Routledge.
• Anderman, E. M., & Anderman, L. H. (Eds.). (2009). Psychology of classroom learning: An encyclopedia. Gale Cengage Learning.

• 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 goal structures 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.