| Manual for the patterns of adaptive learning scales C Midgley, ML Maehr, LZ Hruda, E Anderman, L Anderman, KE Freeman, ... Ann Arbor: University of Michigan, 734-763, 2000 | 2476 | 2000 |
| Classroom goal structure, student motivation, and academic achievement JL Meece, EM Anderman, LH Anderman Annu. Rev. Psychol. 57, 487-503, 2006 | 1982 | 2006 |
| Motivation and schooling in the middle grades EM Anderman, ML Maehr Review of educational Research 64 (2), 287-309, 1994 | 1973 | 1994 |
| School effects on psychological outcomes during adolescence. EM Anderman Journal of educational psychology 94 (4), 795, 2002 | 1473 | 2002 |
| The development and validation of scales assessing students' achievement goal orientations C Midgley, A Kaplan, M Middleton, ML Maehr, T Urdan, LH Anderman, ... Contemporary educational psychology 23 (2), 113-131, 1998 | 1365 | 1998 |
| Changes in achievement goal orientations, perceived academic competence, and grades across the transition to middle-level schools EM Anderman, C Midgley Contemporary educational psychology 22 (3), 269-298, 1997 | 1216 | 1997 |
| The classroom environment and students' reports of avoidance strategies in mathematics: A multimethod study. JC Turner, C Midgley, DK Meyer, M Gheen, EM Anderman, Y Kang, ... Journal of educational psychology 94 (1), 88, 2002 | 1128 | 2002 |
| Social predictors of changes in students' achievement goal orientations LH Anderman, EM Anderman Contemporary educational psychology 24 (1), 21-37, 1999 | 1089 | 1999 |
| Differences between elementary and middle school teachers and students: A goal theory approach C Midgley, E Anderman, L Hicks The Journal of Early Adolescence 15 (1), 90-113, 1995 | 807 | 1995 |
| Motivation and strategy use in science: Individual differences and classroom effects EM Anderman, AJ Young Journal of research in science teaching 31 (8), 811-831, 1994 | 787 | 1994 |
| Motivation and cheating during early adolescence. EM Anderman, T Griesinger, G Westerfield Journal of Educational Psychology 90 (1), 84, 1998 | 730 | 1998 |
| Declining motivation after the transition to middle school: Schools can make a difference. EM Anderman, ML Maehr, C Midgley Journal of Research & Development in Education, 1999 | 675 | 1999 |
| The role of classroom goal structure in students’ use of self-handicapping strategies T Urdan, C Midgley, EM Anderman American Educational Research Journal 35 (1), 101-122, 1998 | 636 | 1998 |
| Goals, goal structures, and patterns of adaptive learning C Midgley Routledge, 2014 | 587 | 2014 |
| Goals, Values, and Affect: Influences on Student Motivation. EM Anderman, CA Wolters Lawrence Erlbaum Associates Publishers, 2006 | 506 | 2006 |
| Motivational perspectives on student cheating: Toward an integrated model of academic dishonesty TB Murdock, EM Anderman Educational psychologist 41 (3), 129-145, 2006 | 504 | 2006 |
| Patterns of adaptive learning survey (PALS) C Midgley, ML Maehr, L Hicks, R Roeser, T Urdan, E Anderman, A Kaplan, ... Ann Arbor, MI: Center for Leadership and Learning, 1996 | 459 | 1996 |
| Psychology of academic cheating EM Anderman, TB Murdock Elsevier, 2011 | 458 | 2011 |
| Understanding and preventing violence directed against teachers: Recommendations for a national research, practice, and policy agenda. D Espelage, EM Anderman, VE Brown, A Jones, KL Lane, SD McMahon, ... American Psychologist 68 (2), 75, 2013 | 368 | 2013 |
| Reinventing schools for early adolescents: Emphasizing task goals ML Maehr, EM Anderman The Elementary School Journal 93 (5), 593-610, 1993 | 359 | 1993 |
Tim UrdanSanta Clara University在 scu.edu 的电子邮件经过验证
