Carol Midgley - Publications

Affiliations: 
University of Michigan, Ann Arbor, Ann Arbor, MI 
Area:
Educational Psychology Education, Sociology of Education, Mass Communications

48 high-probability publications. We are testing a new system for linking publications to authors. You can help! If you notice any inaccuracies, please sign in and mark papers as correct or incorrect matches. If you identify any major omissions or other inaccuracies in the publication list, please let us know.

Year Citation  Score
2010 Friedel JM, Cortina KS, Turner JC, Midgley C. Changes in Efficacy Beliefs in Mathematics Across the Transition to Middle School: Examining the Effects of Perceived Teacher and Parent Goal Emphases Journal of Educational Psychology. 102: 102-114. DOI: 10.1037/A0017590  1
2007 Friedel JM, Cortina KS, Turner JC, Midgley C. Achievement goals, efficacy beliefs and coping strategies in mathematics: The roles of perceived parent and teacher goal emphases Contemporary Educational Psychology. 32: 434-458. DOI: 10.1016/J.Cedpsych.2006.10.009  1
2004 Middleton MJ, Kaplan A, Midgley C. The Change in Middle School Students’ Achievement Goals in Mathematics Over Time Social Psychology of Education. 7: 289-311. DOI: 10.1023/B:Spoe.0000037484.86850.Fa  0.44
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  1
2003 Patrick H, Turner JC, Meyer DK, Midgley C. How Teachers Establish Psychological Environments During the First Days of School: Associations With Avoidance in Mathematics Teachers College Record. 105: 1521-1558. DOI: 10.1111/1467-9620.00299  0.36
2003 Turner JC, Meyer DK, Midgley C, Patrick H. Teacher Discourse and Sixth Graders' Reported Affect and Achievement Behaviors in Two High-Mastery/High-Performance Mathematics Classrooms The Elementary School Journal. 103: 357-382. DOI: 10.1086/499731  0.36
2003 Urdan T, Midgley C. Changes in the perceived classroom goal structure and pattern of adaptive learning during early adolescence Contemporary Educational Psychology. 28: 524-551. DOI: 10.1016/S0361-476X(02)00060-7  0.72
2002 Kaplan A, Gheen M, Midgley C. Classroom goal structure and student disruptive behaviour. The British Journal of Educational Psychology. 72: 191-211. PMID 12028608 DOI: 10.1348/000709902158847  0.44
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  1
2001 Midgley C, Urdan T. Academic Self-Handicapping and Achievement Goals: A Further Examination. Contemporary Educational Psychology. 26: 61-75. PMID 11161640 DOI: 10.1006/Ceps.2000.1041  0.72
2001 Patrick H, Anderman LH, Ryan AM, Edelin KC, Midgley C. Teachers' Communication of Goal Orientations in Four Fifth-Grade Classrooms The Elementary School Journal. 102: 35-58. DOI: 10.1086/499692  0.48
2001 Midgley C, Kaplan A, Middleton M. Performance-approach goals: Good for what, for whom, under what circumstances, and at what cost? Journal of Educational Psychology. 93: 77-86. DOI: 10.1037/0022-0663.93.1.77  0.44
2001 Urdan T, Midgley C. Educational Psychology Review. 13: 115-138. DOI: 10.1023/A:1009061303214  0.72
2001 Ryan AM, Pintrich PR, Midgley C. Avoiding Seeking Help in the Classroom: Who and Why? Educational Psychology Review. 13: 93-114. DOI: 10.1023/A:1009013420053  1
2000 Gutman LM, Midgley C. The Role of Protective Factors in Supporting the Academic Achievement of Poor African American Students During the Middle School Transition Journal of Youth and Adolescence. 29: 223-249. DOI: 10.1023/A:1005108700243  0.44
1999 Arunkumar R, Midgley C, Urdan T. Perceiving High or Low Home-School Dissonance: Longitudinal Effects on Adolescent Emotional and Academic Well-Being Journal of Research On Adolescence. 9: 441-466. DOI: 10.1207/S15327795Jra0904_4  0.72
1999 Kaplan A, Midgley C. The relationship between perceptions of the classroom goal structure and early adolescents' affect in school: The mediating role of coping strategies Learning and Individual Differences. 11: 187-212. DOI: 10.1016/S1041-6080(00)80005-9  0.44
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. DOI: 10.3102/00028312035001101  1
1998 Ryan AM, Gheen MH, Midgley C. Why do some students avoid asking for help? An examination of the interplay among students' academic efficacy, teachers' social–emotional role, and the classroom goal structure. Journal of Educational Psychology. 90: 528-535. DOI: 10.1037/0022-0663.90.3.528  0.48
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  1
1997 Kaplan A, Midgley C. The Effect of Achievement Goals: Does Level of Perceived Academic Competence Make a Difference? Contemporary Educational Psychology. 22: 415-435. PMID 9356181 DOI: 10.1006/Ceps.1997.0943  0.44
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. PMID 9237829 DOI: 10.1006/Ceps.1996.0926  1
1997 Ryan AM, Hicks L, Midgley C. Social Goals, Academic Goals, and Avoiding Seeking Help in the Classroom The Journal of Early Adolescence. 17: 152-171. DOI: 10.1177/0272431697017002003  0.48
1997 Roeser RW, Midgley C. Teachers' Views of Issues Involving Students' Mental Health Elementary School Journal. 98: 114-133. DOI: 10.1086/461887  1
1996 Eccles JS, Flanagan C, Lord S, Midgley C, Roeser R, Yee D. Schools, families, and early adolescents: what are we doing wrong and what can we do instead? Journal of Developmental and Behavioral Pediatrics : Jdbp. 17: 267-276. PMID 8856525 DOI: 10.1097/00004703-199608000-00011  1
1996 ECCLES JS, FLANAGAN C, LORD S, MIDGLEY C, ROESER R, YEE D. Schools, Families, and Early Adolescents Journal of Developmental & Behavioral Pediatrics. 17: 267???276. DOI: 10.1097/00004703-199608000-00011  0.92
1995 Midgley C, Urdan T. Predictors of Middle School Students' Use of Self-Handicapping Strategies The Journal of Early Adolescence. 15: 389-411. DOI: 10.1177/0272431695015004001  0.72
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  1
1995 Urdan T, Midgley C, Wood S. Special Issues in Reforming Middle Level Schools The Journal of Early Adolescence. 15: 9-37. DOI: 10.1177/0272431695015001003  0.72
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  1
1993 Eccles JS, Midgley C, Wigfield A, Buchanan CM, Reuman D, Flanagan C, Iver DM. Development during adolescence. The impact of stage-environment fit on young adolescents' experiences in schools and in families. The American Psychologist. 48: 90-101. PMID 8442578 DOI: 10.1037//0003-066X.48.2.90  1
1993 Eccles JS, Wigfield A, Midgley C, Reuman D, Iver DM, Feldlaufer H. Negative Effects of Traditional Middle Schools on Students' Motivation The Elementary School Journal. 93: 553-574. DOI: 10.1086/461740  0.92
1993 Eccles JS, Midgley C, Wigfield A, Buchanan CM, Reuman D, Flanagan C, Mac Iver D. Development during adolescence: The impact of stage-environment fit on young adolescents' experiences in schools and in families. American Psychologist. 48: 90-101. DOI: 10.1037/0003-066X.48.2.90  0.92
1992 Maehr ML, Midgley C, Urdan T. School Leader as Motivator Educational Administration Quarterly. 28: 410-429. DOI: 10.1177/0013161X92028003011  1
1992 Midgley C, Urdan T. The Transition to Middle Level Schools: Making it a Good Experience for all Students Middle School Journal. 24: 5-14. DOI: 10.1080/00940771.1992.11495161  0.72
1992 Smith JB, Maehr ML, Midgley C. Relationship Between Personal and Contextual Characteristics and Principals' Administrative Behaviors Journal of Educational Research. 86: 111-118. DOI: 10.1080/00220671.1992.9941147  1
1991 Maehr ML, Midgley C. Enhancing Student Motivation: A Schoolwide Approach Educational Psychologist. 26: 399-427. DOI: 10.1207/S15326985Ep2603  1
1991 Eccles JS, Buchanan CM, Flanagan C, Fuligni A, Midgley C, Yee D. Control Versus Autonomy During Early Adolescence Journal of Social Issues. 47: 53-68. DOI: 10.1111/J.1540-4560.1991.Tb01834.X  1
1991 Eccles JS, Lord S, Midgley C. What Are We Doing to Early Adolescents? The Impact of Educational Contexts on Early Adolescents American Journal of Education. 99: 521-542. DOI: 10.1086/443996  0.92
1991 Wigfield A, Eccles JS, Mac Iver D, Reuman DA, Midgley C. Transitions During Early Adolescence: Changes in Children's Domain-Specific Self-Perceptions and General Self-Esteem Across the Transition to Junior High School Developmental Psychology. 27: 552-565. DOI: 10.1037/0012-1649.27.4.552  1
1990 Buchanan CM, Eccles JS, Flanagan C, Midgley C, Feldlaufer H, Harold RD. Parents' and teachers' beliefs about adolescents: Effects of sex and experience. Journal of Youth and Adolescence. 19: 363-94. PMID 24272533 DOI: 10.1007/Bf01537078  1
1989 Midgley C, Feldlaufer H, Eccles JS. Student/teacher relations and attitudes toward mathematics before and after the transition to junior high school Child Development. 60: 981-992. PMID 2758891 DOI: 10.1111/J.1467-8624.1989.Tb03529.X  1
1989 Midgley C, Feldlaufer H, Eccles JS. Student/Teacher Relations and Attitudes toward Mathematics before and after the Transition to Junior High School Child Development. 60: 981. DOI: 10.2307/1131038  0.92
1989 Midgley C, Feldlaufer H, Eccles JS. Change in teacher efficacy and student self- and task-related beliefs in mathematics during the transition to junior high school. Journal of Educational Psychology. 81: 247-258. DOI: 10.1037/0022-0663.81.2.247  0.92
1989 Midgley C, Feldlaufer H, Eccles JS. Change in Teacher Efficacy and Student Self- and Task-Related Beliefs in Mathematics During the Transition to Junior High School Journal of Educational Psychology. 81: 247-258. DOI: 10.1037/0022-0663.81.2.247  1
1988 Feldlaufer H, Midgley C, Eccles JS. Student, Teacher, and Observer Perceptions of the Classroom Environment Before and after the Transition to Junior High School The Journal of Early Adolescence. 8: 133-156. DOI: 10.1177/0272431688082003  1
1988 Midgley C, Feldlaufer H, Eccles JS. The transition to junior high school: Beliefs of pre- and posttransition teachers Journal of Youth and Adolescence. 17: 543-562. DOI: 10.1007/Bf01537831  1
1987 Midgley C, Feldlaufer H. Students' and Teachers' Decision-Making Fit Before and after the Transition to Junior High School The Journal of Early Adolescence. 7: 225-241. DOI: 10.1177/0272431687072009  0.92
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