Eric M Anderman
Biographic Data
| ID | 1584464 |
|---|---|
| NAME | Eric M Anderman |
| GIVEN NAMES | Eric M |
| FAMILY NAME | Anderman |
| SIGNATURE | ANDERMAN E M |
| AFFILIATIONS | The Ohio State University |
| ORCID | 0000-0002-3473-0971 |
| VERIFIED | Yes |
| TOTAL WORKS | 50 |
| TOTAL CITATIONS | 154 |
| AUTHOR COUNT | 50 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1995 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 6 |
Necessary but Not Sufficient: School Administrator Support and Teacher Safety, Anxiety/Stress, Retention, and Victimization
With growing concerns about school violence and teacher victimization in U.S. schools, it remains unclear if administrator support is enough to address teacher safety, anxiety and stress, and retention. Using a national sample of 5,550 pre-K–12th-grade teachers, we examined the effect of administrative support on retention intentions, the mediating effect of perceived safety and anxiety and stress, and how teacher victimization by students modera…
The roles of technology efficacy and networking agency in elementary students' engagement in online and face‐to‐face technology‐mediated learning
Despite the growing use of learning technology in classrooms, factors predicting young students' engagement in contexts fully or partially mediated by technology remain understudied. This study investigated how fourth and fifth grade students' technology self‐efficacy (ie, confidence in utilizing learning management systems) and networking agency (ie, comfort in collaborating and communicating with others online) predicted students' engagement in…
How to promote intrinsically versus extrinsically motivated teachers’ job satisfaction: Exploring individual and school factors
Job satisfaction is essential for teachers’ well-being and education quality. Using Korean Educational Longitudinal Study data from 3677 elementary school teachers, we conducted sequential regression to systematically examine distinct levels of job satisfaction predictors and multigroup analysis to explore how demographic, individual, and school-level factors differentially predicted satisfaction among teachers who chose their career primarily fo…
Classroom Emphasis on Mastery Versus Performance: Predicting Early Adolescents’ Learning Behaviors in Sexual Health
Perceptions of classroom goal structures—whether learning (i.e., mastery goal structures) or performance (i.e., extrinsic goal structures) is emphasized—influence students’ motivation to learn in health classes. We investigated the relations of perceived goal structures in sexual health classrooms to adolescents’ learning behaviors and intentions during and after a sexual health education program ( N = 2,044 8th graders), using path and logistic …
Making immersive storytelling accessible: Interactive low-tech implementation in elementary school civic learning
Immersive storytelling (IST) is usually conceptualized within the framework of technologically immersive tools such as virtual, augmented, and mixed reality. While these tools offer some unique features (such as visual fidelity, interactivity, and embodied, first-person perspective), their level of technological immersion (based on the system’s objective qualities) might not directly translate to the psychological immersion experienced by the use…
Student leadership in family-school partnerships
Thomas J. Capretta, Jingyang (Max) Zhang, Eric M. Anderman, and Barbara J. Boone revisit Joyce Epstein’s 1995 Kappan article on overlapping spheres of influence and family-school partnerships. They highlight one idea from the article that has been largely overlooked — the role of student voice and leadership. To refocus researchers’ and practitioners’ attention to the role of students in family and community partnership, they synthesize existing …
‘Why do I have to learn this?’
Students’ valuing of academic content impacts their engagement in learning and plays a pivotal role in shaping their future academic and career choices. Fortunately, practicing educators can integrate many readily applicable strategies into teaching to enhance students’ valuing of academic content. Drawing from expectancy-value theory, Eric M. Anderman, Yue Sheng, and Wonjoon Cha present five evidence-based instructional strategies with concrete …
“Why do people do sex?” an analysis of middle school students’ anonymous questions about sexual health
Sexual health education should meet the needs of all students. One strategy educators can use to ensure instruction meets students’ needs is to encourage the submission of anonymous questions, allowing students to gain information without fear of instructor or peer reactions. We investigated anonymous questions submitted by middle school (7th-grade, ages 12-13) students during a sexual health education curriculum in Ohio, USA. Questions (n=893) w…
Violence and aggression against educators and school personnel, retention, stress, and training needs: National survey results
Aggression and violence against educators and school personnel have raised public health concerns that require attention from researchers, policymakers, and training providers in U.S. schools. School aggression and violence have negative effects on school personnel health and retention and on student achievement and development. In partnership with several national organizations, the American Psychological Association (APA) Task Force on Violence…
Technology‐enhanced mindfulness‐based collaborative social reasoning to improve adolescents' social–emotional competencies
This study reports the preliminary efficacy of an innovative school-based, technology-enhanced social-emotional learning program called "mindfulness-based collaborative social reasoning" (MBCSR) for middle school students. MBCSR was developed by an interdisciplinary team of educational psychologists, mindfulness researchers, computer scientists, and health experts. We integrated the strengths of contemplative approaches, collaborative small group…
How school policies, strategies, and relational factors contribute to teacher victimization and school safety
In this study, we examined how school policies and strategies (i.e., positive discipline, hardening strategies, and positive behavioral strategies) affect teacher relational factors and teacher reports of victimization and safety. Specifically, we examined the mediational roles of teacher support of student learning, maltreatment of students by teachers, and teachers' differential treatment of students in schools. Using a sample of 6643 pre‐K‐12t…
Adolescents’ Beliefs About Sex: The Moderating Effects of Peer Attitudes
Peer beliefs and attitudes play a prominent role in adolescent behaviors. Various curricula have been developed to teach students about sexual health from a skills-based perspective with successful, lasting effects. This study examined how adolescents’ expectancies for success in and values held for a sexual health curriculum are related to their attitudes toward waiting to have sex, attitudes toward using a condom, self-efficacy in negotiating c…
Having Someone to Talk: A Buffer Against Maladaptive Academic Behavior During Adolescence
The relations of inattention and hyperactivity to academic cheating in adolescents with executive functioning problems
We examine the relationships of executive functioning problems (EFP) to academic cheating in a sample of 855 adolescents. Participants completed assessments of inattention, hyperactivity, and depression using the BASC‐2, as well as peer‐reports of externalizing behavior. After controlling for known predictors of cheating (e.g., demographics and depression), multiple regression analyses indicated that inattention emerged as a predictor of greater …
Texting: A simple path to building trust
Middle school brings rapid developmental changes for adolescents, and parent engagement is as essential as ever. However, what worked for parent-teacher partnerships in elementary school doesn’t fit so well in middle school. Adolescents are building their autonomy, and teachers must help empower parents’ efforts to bolster students as independent learners through academic socialization. The authors explore how a brief texting intervention might b…
Rates and Types of Student Aggression against Teachers: A Comparative Analysis of U.S. Elementary, Middle, and High Schools
Developing Sexual Self-Efficacy Beliefs During Adolescence: Do Health Teachers Really Matter
Confronting contemporary controversies in education
Classroom goal structures and communication style: The role of teacher immediacy and relevance-making in students’ perceptions of the classroom
Academic Achievement and Postsecondary Educational Attainment of Domestically and Internationally Adopted Youth
Adopted youth often do not achieve in school as well as their non-adopted peers. We used data from the High School Longitudinal Study to examine high school and postsecondary achievement outcomes in adopted youth. We compared outcomes for domestically adopted youth, internationally adopted youth, and non-adopted youth. Results indicate that domestically adopted youth have lower grade point averages. Internationally adopted youth were less likely …
Theory into Practice at Sixty
Addressing violence against teachers: A social‐ecological analysis of teachers' perspectives
Much research has been dedicated to supporting school communities in combating the problem of school violence. However, violence directed toward teachers is under‐investigated, and knowledge of how to support teachers is limited. This qualitative study used conventional content analysis to assess teachers' recommendations for preventing and improving the response to teacher‐directed violence. The sample included 245 prekindergarten through 12th g…
Longitudinal relations of classroom goal structures to students’ motivation and learning outcomes in health education
Little attention has been paid to goal structures in health education, despite their well-established roles in motivation and learning. The primary goal of this study was to examine the longitudinal relations of classroom goal structures to high school students’ (N = 636) motivation and learning outcomes in health education. We incorporated two aspects of motivation: self-efficacy for negotiating condom use and task values for learning new inform…
Physical aggression toward teachers: Antecedents, behaviors, and consequences
School violence is a significant public health concern that occurs in many forms. Physical aggression can cause serious bodily injury and long‐term negative effects, and both teachers and students experience significant rates of physical aggression. There are few studies examining teachers’ experiences of physical aggression. Studies that go beyond prevalence are limited, and we know little about the triggers and consequences that surround these …
Teachers’ reactions to experiences of violence: An attributional analysis
Differences between Elementary and Middle School Teachers and Students: A Goal Theory Approach
The early adolescent years are characterized by a negative shift in motivational orientation for a number of children. It has been suggested that this change is related to differences between the learning environments in elementary and middle level schools. In particular, some goal theorists have suggested that middle level schools stress performance goals more and task goals less than do elementary schools. In this study, comparisons based on su…
Sexual Self-Concept and Sexual Self-Efficacy in Adolescents: A Possible Clue to Promoting Sexual Health
This study examined the associations between sexual self-concept (sexual esteem and sexual anxiety) and sexual self-efficacy (situational and resistive) in a sample of 388 high school students (59% Caucasian, 28% African American). Males reported lower sexual esteem and lower sexual self-efficacy than females. Males and African Americans reported higher levels of sexual anxiety and lower levels of resistive self-efficacy than females and Caucasia…
The Role of Classroom Goal Structure in Students’ Use of Self-Handicapping Strategies
Some students purposefully use self-handicapping strategies (e.g., procrastinating, fooling around, getting involved in many activities) so that these circumstances, rather than lack of ability, will be seen as the cause if subsequent performance is low. The aim of the present study was to determine whether we could reliably assess fifth-grade students’ reports of their use of self-handicapping strategies and to examine individual- and classroom-…
Longitudinal Test of a Multiple Domain Model of Adolescent Condom Use
A comprehensive multiple domain model (MDM) to understand condom use in adolescents was proposed and tested using structural equation modeling of data at three time points. The proposed model integrates social psychological theory, demographic and personality factors, social environment, and situational/contextual variables. Adolescents who were sexually active at time 2 (6 months after baseline) and time 3 (1 year after time 2) and completed sur…
Victimization and Safety in Schools Serving Early Adolescents
Hierarchical linear modeling techniques were used to examine the relations between school-level variables and victimization, behavior, and perceptions of school safety using a nationally representative sample of 8th-graders from the National Education Longitudinal Study. The results indicated that victimization, getting into trouble for bad behavior, and perceptions of school as unsafe were more characteristic of schools with 6th- through 8th-gra…
Approaches to academic growth assessment
BackgroundThere is much interest in assessing growth in student learning. Assessments of growth have important implications and affect many policy decisions at many levels.AimsIn the present article, we review some of the different approaches to measuring growth and examine the implications of their usage.SampleSamples used in research on growth models typically include students enrolled in public schools that primarily serve kindergarten through…
The Relation Between Academic Motivation and Cheating
Academic cheating occurs frequently in schools. Cheating is a deliberative act, in that students make a conscious decision to engage in academic dishonesty. Students' achievement goals, which are malleable, often guide the ways that students make such decisions. Educators can incorporate various instructional practices and support academic policies that enhance positive motivational beliefs (e.g., mastery goals), potentially reducing academic dis…
Teachers’ reactions to experiences of violence: An attributional analysis
Classroom Goal Structures and HIV and Pregnancy Prevention Education in Rural High School Health Classrooms
Over 5,000 adolescents enrolled in required rural high school health courses reported their perceptions of mastery and extrinsic goal structures in their health classrooms. Data were collected from all students at three time points (prior to HIV/pregnancy instruction, three months after instruction, and one year after instruction). Results indicated that classroom goal structures were related to both proximal and distal knowledge, attitudes, inte…
The role of perceived autonomy support in principals’ affective organizational commitment and job satisfaction
Television News in the Classroom: What Are Adolescents Learning
Having adolescents study current events in school is valued highly by teachers. However, schools often do not stress the instruction of current events. In this study, students were compared across high schools that were designated as exemnplary schools in the use of the Channel One television news program and three comparison schools. The results indicated that students who had greater prior knowledge of current events were more likely to report …
Technology‐enhanced mindfulness‐based collaborative social reasoning to improve adolescents' social–emotional competencies
This study reports the preliminary efficacy of an innovative school-based, technology-enhanced social-emotional learning program called "mindfulness-based collaborative social reasoning" (MBCSR) for middle school students. MBCSR was developed by an interdisciplinary team of educational psychologists, mindfulness researchers, computer scientists, and health experts. We integrated the strengths of contemplative approaches, collaborative small group…
How school policies, strategies, and relational factors contribute to teacher victimization and school safety
In this study, we examined how school policies and strategies (i.e., positive discipline, hardening strategies, and positive behavioral strategies) affect teacher relational factors and teacher reports of victimization and safety. Specifically, we examined the mediational roles of teacher support of student learning, maltreatment of students by teachers, and teachers' differential treatment of students in schools. Using a sample of 6643 pre‐K‐12t…
Developing Sexual Self-Efficacy Beliefs During Adolescence: Do Health Teachers Really Matter
Classroom goal structures and communication style: The role of teacher immediacy and relevance-making in students’ perceptions of the classroom
Academic Achievement and Postsecondary Educational Attainment of Domestically and Internationally Adopted Youth
Adopted youth often do not achieve in school as well as their non-adopted peers. We used data from the High School Longitudinal Study to examine high school and postsecondary achievement outcomes in adopted youth. We compared outcomes for domestically adopted youth, internationally adopted youth, and non-adopted youth. Results indicate that domestically adopted youth have lower grade point averages. Internationally adopted youth were less likely …
Physical aggression toward teachers: Antecedents, behaviors, and consequences
School violence is a significant public health concern that occurs in many forms. Physical aggression can cause serious bodily injury and long‐term negative effects, and both teachers and students experience significant rates of physical aggression. There are few studies examining teachers’ experiences of physical aggression. Studies that go beyond prevalence are limited, and we know little about the triggers and consequences that surround these …
Associations of teacher credibility and teacher affinity with learning outcomes in health classrooms
Predicting college student attitudes toward the Persian Gulf War: The role of gender and television exposure
This study examined college student attitudes and emotional reactions to the Persian Gulf War as a function of the student's gender and the amount of exposure to television coverage of the conflict. Respondents were 721 undergraduate students attending either a large residential campus or a smaller commuter campus of a Midwestern university. All analyses controlled for the effect of political conservatism. Results indicated that male students wer…
Differences between Elementary and Middle School Teachers and Students: A Goal Theory Approach
The early adolescent years are characterized by a negative shift in motivational orientation for a number of children. It has been suggested that this change is related to differences between the learning environments in elementary and middle level schools. In particular, some goal theorists have suggested that middle level schools stress performance goals more and task goals less than do elementary schools. In this study, comparisons based on su…
Predicting college student attitudes toward the Persian Gulf War: The role of gender and television exposure
This study examined college student attitudes and emotional reactions to the Persian Gulf War as a function of the student's gender and the amount of exposure to television coverage of the conflict. Respondents were 721 undergraduate students attending either a large residential campus or a smaller commuter campus of a Midwestern university. All analyses controlled for the effect of political conservatism. Results indicated that male students wer…
Changes in Achievement Goal Orientations, Perceived Academic Competence, and Grades across the Transition to Middle-Level Schools
Motivation to learn about current events
This study applies contemporary motivational theory to the study of why college students seek to understand current events issues. Three motivational frameworks toward understanding current events (goal-orientation theory, expectancy X value theory, and perceived academic competence) served as predictors of news seeking and news involvement. Results indicate that college students who are mastery oriented toward the news and have a high degree of …
Victimization and Safety in Schools Serving Early Adolescents
Hierarchical linear modeling techniques were used to examine the relations between school-level variables and victimization, behavior, and perceptions of school safety using a nationally representative sample of 8th-graders from the National Education Longitudinal Study. The results indicated that victimization, getting into trouble for bad behavior, and perceptions of school as unsafe were more characteristic of schools with 6th- through 8th-gra…
The Development and Validation of Scales Assessing Students' Achievement Goal Orientations
Motivation and cheating during early adolescence.
The relations of motivational variables to self-reported cheating behaviors and beliefs in science were examined in a sample of early adolescents. It was hypothesized that cheating and beliefs in the acceptability of cheating would be more likely when students perceived an emphasis on performance and extrinsic incentives rather than on mastery and improvement. Results indicated that students who reported cheating in science perceived their classr…
Television News in the Classroom: What Are Adolescents Learning
Having adolescents study current events in school is valued highly by teachers. However, schools often do not stress the instruction of current events. In this study, students were compared across high schools that were designated as exemnplary schools in the use of the Channel One television news program and three comparison schools. The results indicated that students who had greater prior knowledge of current events were more likely to report …
The Role of Classroom Goal Structure in Students’ Use of Self-Handicapping Strategies
Some students purposefully use self-handicapping strategies (e.g., procrastinating, fooling around, getting involved in many activities) so that these circumstances, rather than lack of ability, will be seen as the cause if subsequent performance is low. The aim of the present study was to determine whether we could reliably assess fifth-grade students’ reports of their use of self-handicapping strategies and to examine individual- and classroom-…
Social Predictors of Changes in Students' Achievement Goal Orientations
The classroom environment and students' reports of avoidance strategies in mathematics: A multimethod study.
The relation between the learning environment (e.g., students’ perceptions of the classroom goal structure and teachers’ instructional discourse) and students’ reported use of avoidance strategies (selfhandicapping, avoidance of help seeking) and preference to avoid novelty in mathematics was examined. Quantitative analyses indicated that students’ reports of avoidance behaviors varied significantly among classrooms. A perceived emphasis on maste…
School effects on psychological outcomes during adolescence.
Data from the National Longitudinal Study of Adolescent Health were used to examine school-level differences in the relations between school belonging and various outcomes. In Study 1, predictors of belonging were examined. Results indicated that belonging was lower in urban schools than in suburban schools, and lower in schools that used busing practices than those that did not. In Study 2, the relations between belonging and psychological outco…
Motivational Perspectives on Student Cheating: Toward an Integrated Model of Academic Dishonesty
This article uses theoretical concepts from self-efficacy theory, goal theory, expectancy value, and intrinsic motivation theory as a way to organize the vast and largely atheoretical literature on academic cheating. Specifically, it draws on 3 particular questions that students encounter when deciding whether to cheat: (a) What is my purpose?, (b) Can I do this task?, and (c) What are the costs associated with cheating? This article reviews both…
Classroom Goal Structure, Student Motivation, and Academic Achievement
Over the past 25 years, achievement goal theory has emerged as one of the most prominent theories of achievement motivation. This chapter uses an achievement goal framework to examine the influence of classroom and school environments on students' academic motivation and achievement. Considerable evidence suggests that elementary and secondary students show the most positive motivation and learning patterns when their school settings emphasize ma…
Longitudinal Test of a Multiple Domain Model of Adolescent Condom Use
A comprehensive multiple domain model (MDM) to understand condom use in adolescents was proposed and tested using structural equation modeling of data at three time points. The proposed model integrates social psychological theory, demographic and personality factors, social environment, and situational/contextual variables. Adolescents who were sexually active at time 2 (6 months after baseline) and time 3 (1 year after time 2) and completed sur…
Sexual Self-Concept and Sexual Self-Efficacy in Adolescents: A Possible Clue to Promoting Sexual Health
This study examined the associations between sexual self-concept (sexual esteem and sexual anxiety) and sexual self-efficacy (situational and resistive) in a sample of 388 high school students (59% Caucasian, 28% African American). Males reported lower sexual esteem and lower sexual self-efficacy than females. Males and African Americans reported higher levels of sexual anxiety and lower levels of resistive self-efficacy than females and Caucasia…
Associations of teacher credibility and teacher affinity with learning outcomes in health classrooms
Classroom Goal Structures and HIV and Pregnancy Prevention Education in Rural High School Health Classrooms
Over 5,000 adolescents enrolled in required rural high school health courses reported their perceptions of mastery and extrinsic goal structures in their health classrooms. Data were collected from all students at three time points (prior to HIV/pregnancy instruction, three months after instruction, and one year after instruction). Results indicated that classroom goal structures were related to both proximal and distal knowledge, attitudes, inte…
Motivation and Classroom Learning
As we discuss in this chapter, motivation does not just reside in the mind of the student; rather, motivation is related to a complex dynamic that transcends relationships between students, teachers, and the environments created in schools and classrooms. We review several contemporary theoretical frameworks that guide research on achievement motivation in the educational psychology literature. Specifically, self-determination theory, attribution…
Theories of Learning and Teaching inTIP
Research on learning theories is central to most of the articles that have appeared in Theory Into Practice (TIP) over the past 50 years. Scholarship on this topic in many ways undergirds all articles that provide discussions of ways of moving theory into practice within the broad field of education. Indeed, one could easily argue that all research focusing on improving the education of learners at some level encompasses assumptions based on lear…
Motivation, Learning, and Instruction
The role of perceived autonomy support in principals’ affective organizational commitment and job satisfaction
Approaches to academic growth assessment
BackgroundThere is much interest in assessing growth in student learning. Assessments of growth have important implications and affect many policy decisions at many levels.AimsIn the present article, we review some of the different approaches to measuring growth and examine the implications of their usage.SampleSamples used in research on growth models typically include students enrolled in public schools that primarily serve kindergarten through…
Top 20 Psychological Principles for PK-12 Education
This article describes an initiative undertaken by a coalition of psychologists (Coalition for Psychology in Schools and Education) from the American Psychological Association (APA) to identify the top 20 principles from psychological science relevant to teaching and learning in the classroom. This article identifies these principles and their basis in psychological science. In addition, it articulates each principle's relevance to teaching pract…
The Relation Between Academic Motivation and Cheating
Academic cheating occurs frequently in schools. Cheating is a deliberative act, in that students make a conscious decision to engage in academic dishonesty. Students' achievement goals, which are malleable, often guide the ways that students make such decisions. Educators can incorporate various instructional practices and support academic policies that enhance positive motivational beliefs (e.g., mastery goals), potentially reducing academic dis…
Psychology (47 works) · Social Psychology (30 works) · Mathematics education (26 works) · Developmental psychology (24 works) · Pedagogy (21 works) · Social Psychology (16 works) · Education, Achievement, and Giftedness (15 works) · Bullying, Victimization, and Aggression (12 works) · Medicine (12 works) · Motivation and Self-Concept in Sports (12 works)