| Year |
Citation |
Score |
| 2023 |
McMahon SD, Swenski T, Bare K, Valido A, Asad S, Reddy LA, Astor RA, Espelage DL, Anderman EM, Martinez A, Worrell FC, Knapp-Fadani M. Teacher-directed violence and anxiety and stress: Predicting intentions to transfer and quit. School Psychology (Washington, D.C.). PMID 38095963 DOI: 10.1037/spq0000595 |
0.472 |
|
| 2023 |
Perry AH, Martinez A, Reddy LA, McMahon SD, Anderman EM, Astor RA, Espelage DL, Worrell FC. Addressing violence against educators: What do teachers say works? School Psychology (Washington, D.C.). PMID 37902701 DOI: 10.1037/spq0000576 |
0.422 |
|
| 2023 |
Astor RA, Benbenishty R, Capp GP, Watson KR, Wu C, McMahon SD, Worrell FC, Reddy LA, Martinez A, Espelage DL, Anderman EM. How school policies, strategies, and relational factors contribute to teacher victimization and school safety. Journal of Community Psychology. PMID 37615226 DOI: 10.1002/jcop.23084 |
0.53 |
|
| 2023 |
Reddy LA, Martinez A, Perry AH, McMahon SD, Espelage DL, Anderman EM, Astor RA, Worrell FC. Violence directed against teachers during the COVID-19 pandemic: A social-ecological analysis of safety and well-being. School Psychology (Washington, D.C.). PMID 37498715 DOI: 10.1037/spq0000562 |
0.497 |
|
| 2023 |
Gilman R, Carboni I, Perry A, Anderman EM. Social network analysis and its applications to school psychology: A tutorial. School Psychology (Washington, D.C.). 37: 424-433. PMID 36622710 DOI: 10.1037/spq0000529 |
0.324 |
|
| 2022 |
Allsop Y, Anderman EM. Developing Sexual Self-Efficacy Beliefs During Adolescence: Do Health Teachers Really Matter? Journal of Youth and Adolescence. PMID 35794443 DOI: 10.1007/s10964-022-01646-w |
0.422 |
|
| 2019 |
McMahon SD, Peist E, Davis JO, Bare K, Martinez A, Reddy LA, Espelage DL, Anderman EM. Physical aggression toward teachers: Antecedents, behaviors, and consequences. Aggressive Behavior. PMID 31628678 DOI: 10.1002/ab.21870 |
0.402 |
|
| 2018 |
Anderman EM, Koenka AC, Anderman LH, Won S. Math and science motivation in internationally adopted adolescents. School Psychology Quarterly : the Official Journal of the Division of School Psychology, American Psychological Association. 33: 469-481. PMID 30234362 DOI: 10.1037/spq0000276 |
0.548 |
|
| 2015 |
Martinez A, McMahon SD, Espelage D, Anderman EM, Reddy LA, Sanchez B. Teachers’ Experiences With Multiple Victimization: Identifying Demographic, Cognitive, and Contextual Correlates Journal of School Violence. DOI: 10.1080/15388220.2015.1056879 |
0.479 |
|
| 2015 |
Gray DL, Chang Y, Anderman EM. Conditional effects of mastery goal structure on changes in students' motivational beliefs: Need for cognition matters Learning and Individual Differences. 40: 9-21. DOI: 10.1016/J.Lindif.2015.03.025 |
0.69 |
|
| 2015 |
Chang Y, Leach N, Anderman EM. The role of perceived autonomy support in principals’ affective organizational commitment and job satisfaction Social Psychology of Education. 18: 315-336. DOI: 10.1007/s11218-014-9289-z |
0.382 |
|
| 2014 |
McMahon SD, Martinez A, Espelage D, Rose C, Reddy LA, Lane K, Anderman EM, Reynolds CR, Jones A, Brown V. Violence directed against teachers: Results from a national survey Psychology in the Schools. 51: 753-766. DOI: 10.1002/Pits.21777 |
0.457 |
|
| 2013 |
Espelage D, Anderman EM, Brown VE, Jones A, Lane KL, McMahon SD, Reddy LA, Reynolds CR. Understanding and preventing violence directed against teachers: recommendations for a national research, practice, and policy agenda. The American Psychologist. 68: 75-87. PMID 23294044 DOI: 10.1037/A0031307 |
0.495 |
|
| 2013 |
Turner JC, Gray DL, Anderman LH, Dawson HS, Anderman EM. Getting to know my teacher: Does the relation between perceived mastery goal structures and perceived teacher support change across the school year? Contemporary Educational Psychology. 38: 316-327. DOI: 10.1016/J.Cedpsych.2013.06.003 |
0.728 |
|
| 2012 |
Anderman EM, Sinatra GM, Gray DL. The challenges of teaching and learning about science in the twenty-first century: exploring the abilities and constraints of adolescent learners Studies in Science Education. 48: 89-117. DOI: 10.1080/03057267.2012.655038 |
0.563 |
|
| 2011 |
Gray DL, Anderman EM, O'Connell AA. Associations of teacher credibility and teacher affinity with learning outcomes in health classrooms. Social Psychology of Education : An International Journal. 14: 185-208. PMID 24876800 DOI: 10.1007/S11218-010-9143-X |
0.637 |
|
| 2011 |
Anderman EM, Cupp PK, Lane DR, Zimmerman R, Gray DL, O'Connell A. Classroom Goal Structures and HIV/Pregnancy Prevention Education in Rural High School Health Classrooms. Journal of Research On Adolescence : the Official Journal of the Society For Research On Adolescence. 21: 904-922. PMID 24876759 DOI: 10.1111/J.1532-7795.2011.00751.X |
0.627 |
|
| 2010 |
Anderman EM, Anderman LH, Yough MS, Gimbert BG. Value-Added Models of Assessment: Implications for Motivation and Accountability Educational Psychologist. 45: 123-137. DOI: 10.1080/00461521003703045 |
0.333 |
|
| 2009 |
Anderman EM, Lane DR, Zimmerman R, Cupp PK, Phebus V. Comparing the efficacy of permanent classroom teachers to temporary health educators for pregnancy and HIV prevention instruction. Health Promotion Practice. 10: 597-605. PMID 18381972 DOI: 10.1177/1524839907309375 |
0.426 |
|
| 2009 |
Anderman EM, Cupp PK, Lane D. Impulsivity and academic cheating Journal of Experimental Education. 78: 135-150. DOI: 10.1080/00220970903224636 |
0.551 |
|
| 2008 |
Guskey TR, Anderman EM. Students at bat Educational Leadership. 66: 8-14. |
0.426 |
|
| 2008 |
Anderman EM, Banner F. Achievement goals and academic cheating Revue Internationale De Psychologie Sociale. 21: 155-180. |
0.366 |
|
| 2007 |
Zimmerman RS, Noar SM, Feist-Price S, Dekthar O, Cupp PK, Anderman E, Lock S. Longitudinal test of a multiple domain model of adolescent condom use. Journal of Sex Research. 44: 380-94. PMID 18321017 DOI: 10.1080/00224490701629506 |
0.31 |
|
| 2007 |
Anderman EM. The Effects of Personal, Classroom, and School Goal Structures on Academic Cheating Psychology of Academic Cheating. 87-106. DOI: 10.1016/B978-012372541-7/50008-5 |
0.563 |
|
| 2007 |
Miller AD, Murdock TB, Anderman EM, Poindexter AL. Who are All These Cheaters? Characteristics of Academically Dishonest Students Psychology of Academic Cheating. 9-32. DOI: 10.1016/B978-012372541-7/50003-6 |
0.515 |
|
| 2007 |
Anderman EM, Murdock TB. The Psychology of Academic Cheating Psychology of Academic Cheating. 1-5. DOI: 10.1016/B978-012372541-7/50002-4 |
0.413 |
|
| 2007 |
Anderman EM, Murdock TB. Psychology of Academic Cheating Psychology of Academic Cheating. |
0.376 |
|
| 2006 |
Meece JL, Anderman EM, Anderman LH. Classroom goal structure, student motivation, and academic achievement. Annual Review of Psychology. 57: 487-503. PMID 16318604 DOI: 10.1146/Annurev.Psych.56.091103.070258 |
0.595 |
|
| 2006 |
Murdock TB, Anderman EM. Motivational perspectives on student cheating: Toward an integrated model of academic dishonesty Educational Psychologist. 41: 129-145. DOI: 10.1207/s15326985ep4103_1 |
0.385 |
|
| 2006 |
Gilman R, Anderman EM. Motivation and its relevance to school psychology: An introduction to the special issue Journal of School Psychology. 44: 325-329. DOI: 10.1016/j.jsp.2006.04.006 |
0.406 |
|
| 2004 |
Patrick H, Ryan AM, Anderman EM, Kovach J. Toward Inclusion Across Disciplines: Understanding Motivation of Exceptional Students International Review of Research in Mental Retardation. 28: 191-224. DOI: 10.1016/S0074-7750(04)28006-5 |
0.483 |
|
| 2004 |
Anderman EM, Midgley C. Changes in self-reported academic cheating across the transition from middle school to high school Contemporary Educational Psychology. 29: 499-517. DOI: 10.1016/J.Cedpsych.2004.02.002 |
0.703 |
|
| 2002 |
Anderman EM. School effects on psychological outcomes during adolescence Journal of Educational Psychology. 94: 795-809. DOI: 10.1037//0022-0663.94.4.795 |
0.423 |
|
| 2002 |
Turner JC, Midgley C, Meyer DK, Gheen M, Anderman EM, Kang Y, Patrick H. The classroom environment and students' reports of avoidance strategies in mathematics: A multimethod study Journal of Educational Psychology. 94: 88-106. DOI: 10.1037//0022-0663.94.1.88 |
0.525 |
|
| 2001 |
Anderman EM, Eccles JS, Yoon KS, Roeser R, Wigfield A, Blumenfeld P. Learning to Value Mathematics and Reading: Relations to Mastery and Performance-Oriented Instructional Practices. Contemporary Educational Psychology. 26: 76-95. PMID 11161641 DOI: 10.1006/Ceps.1999.1043 |
0.652 |
|
| 2001 |
Ford HH, Zimmerman RS, Anderman EM, Brown-Wright L. Beliefs about the appropriateness of AIDS-related education for sixth and ninth grade students Journal of Hiv/Aids Prevention and Education For Adolescents and Children. 4: 5-18. DOI: 10.1300/J129v04n01_02 |
0.426 |
|
| 1999 |
Anderman EM, Anderman LH, Griesinger T. The relation of present and possible academic selves during early adolescence to grade point average and achievement goals Elementary School Journal. 100. |
0.436 |
|
| 1998 |
Anderman EM. The Middle School Experience: Effects on the Math and Science Achievement of Adolescents with LD Journal of Learning Disabilities. 31: 128-138. PMID 9529783 |
0.369 |
|
| 1998 |
Midgley C, Kaplan A, Middleton M, Maehr ML, Urdan T, Anderman LH, Anderman E, Roeser R. The Development and Validation of Scales Assessing Students' Achievement Goal Orientations Contemporary Educational Psychology. 23: 113-131. DOI: 10.1006/Ceps.1998.0965 |
0.678 |
|
| 1998 |
Anderman EM, Griesinger T, Westerfield G. Motivation and Cheating during Early Adolescence Journal of Educational Psychology. 90: 84-93. |
0.524 |
|
| 1998 |
Urdan T, Midgley C, Anderman EM. The role of classroom goal structure in students' use of self-handicapping strategies American Educational Research Journal. 35: 101-122. |
0.516 |
|
| 1998 |
Anderman EM, Johnston J. Television news in the classroom: What are adolescents learning? Journal of Adolescent Research. 13: 73-100. |
0.521 |
|
| 1997 |
Anderman EM, Kimweli DMS. Victimization and safety in schools serving early adolescents Journal of Early Adolescence. 17: 408-438. |
0.372 |
|
| 1997 |
Anderman EM, Midgley C. Changes in achievement goal orientations, perceived academic competence, and grades across the transition to middle-level schools Contemporary Educational Psychology. 22: 269-298. |
0.565 |
|
| 1995 |
Midgley C, Anderman E, Hicks L. Differences between Elementary and Middle School Teachers and Students: A Goal Theory Approach The Journal of Early Adolescence. 15: 90-113. DOI: 10.1177/0272431695015001006 |
0.739 |
|
| 1994 |
Pintrich PR, Anderman EM, Klobucar C. Intraindividual differences in motivation and cognition in students with and without learning disabilities Journal of Learning Disabilities. 27: 360-370. PMID 8051509 DOI: 10.1177/002221949402700603 |
0.627 |
|
| 1994 |
Anderman EM, Maehr ML. Motivation and Schooling in the Middle Grades Review of Educational Research. 64: 287-309. DOI: 10.3102/00346543064002287 |
0.694 |
|
| 1994 |
VanderStoep SW, Anderman EM, Midgley C. Relationship Among Principal “Venturesomeness” a Stress on Excellence, and the Personal Engagement of Teachers and Students School Effectiveness and School Improvement. 5: 254-271. DOI: 10.1080/0924345940050304 |
0.726 |
|
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