Eric M. Anderman

13.9k total citations · 5 hit papers
150 papers, 8.7k citations indexed

About

Eric M. Anderman is a scholar working on Education, Social Psychology and Experimental and Cognitive Psychology. According to data from OpenAlex, Eric M. Anderman has authored 150 papers receiving a total of 8.7k indexed citations (citations by other indexed papers that have themselves been cited), including 82 papers in Education, 70 papers in Social Psychology and 49 papers in Experimental and Cognitive Psychology. Recurrent topics in Eric M. Anderman's work include Education, Achievement, and Giftedness (46 papers), Motivation and Self-Concept in Sports (34 papers) and Bullying, Victimization, and Aggression (30 papers). Eric M. Anderman is often cited by papers focused on Education, Achievement, and Giftedness (46 papers), Motivation and Self-Concept in Sports (34 papers) and Bullying, Victimization, and Aggression (30 papers). Eric M. Anderman collaborates with scholars based in United States, Netherlands and New Zealand. Eric M. Anderman's co-authors include Carol Midgley, Lynley H. Anderman, Martin L. Maehr, Judith L. Meece, Tim Urdan, Allison J. Young, Tamera B. Murdock, Tripp Griesinger, Gloria Westerfield and Lynley Hicks and has published in prestigious journals such as American Psychologist, Annual Review of Psychology and Journal of Educational Psychology.

In The Last Decade

Eric M. Anderman

129 papers receiving 7.4k citations

Hit Papers

5 papers align trajectories

What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

Classroom Goal Structure, Student Motivation, and Academic Achievement

2005 898 citations Eric M. Anderman et al. profile →
Motivation and Schooling in the Middle Grades

1994 589 citations Eric M. Anderman, Martin L. Maehr profile →
The Development and Validation of Scales Assessing Students' Achievement Goal Orientations

1998 580 citations Carol Midgley, Martin L. Maehr et al. profile →
School effects on psychological outcomes during adolescence.

2002 539 citations Eric M. Anderman profile →
Changes in Achievement Goal Orientations, Perceived Academic Competence, and Grades across the Transition to Middle-Level Schools

1997 533 citations Eric M. Anderman, Carol Midgley profile →

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name	h						Papers	Cites
Eric M. Anderman United States	38	4.4k	4.1k	3.5k	1.8k	1.4k	150	8.7k
Olaf Köller Germany	47	5.3k 1.2×	3.2k 0.8×	4.1k 1.2×	877 0.5×	1.7k 1.2×	305	9.7k
Mimi Bong South Korea	33	3.3k 0.7×	2.9k 0.7×	3.0k 0.9×	776 0.4×	1.4k 1.0×	89	6.7k
Benjamin Nagengast Germany	42	3.0k 0.7×	3.5k 0.9×	3.4k 1.0×	843 0.5×	1.0k 0.7×	138	8.2k
Avi Kaplan United States	39	3.7k 0.8×	3.9k 0.9×	3.7k 1.1×	1.1k 0.6×	1.7k 1.2×	98	7.7k
Einar M. Skaalvik Norway	37	5.3k 1.2×	4.5k 1.1×	2.1k 0.6×	910 0.5×	1.2k 0.9×	58	9.6k
Robert M. Klassen United Kingdom	49	6.0k 1.4×	3.8k 0.9×	1.7k 0.5×	753 0.4×	1.7k 1.2×	115	10.5k
Jennifer A. Fredricks United States	26	8.3k 1.9×	3.4k 0.8×	2.1k 0.6×	2.5k 1.4×	3.0k 2.1×	33	12.8k
Judith L. Meece United States	38	4.7k 1.1×	3.1k 0.7×	3.8k 1.1×	1.2k 0.7×	1.6k 1.2×	74	8.3k
Kathryn R. Wentzel United States	53	7.8k 1.8×	4.9k 1.2×	2.4k 0.7×	2.2k 1.2×	1.8k 1.3×	111	12.4k
Caroline Senécal Canada	26	1.6k 0.4×	3.4k 0.8×	1.7k 0.5×	762 0.4×	907 0.6×	39	6.2k

Countries citing papers authored by Eric M. Anderman

Since Specialization

Citations

This map shows the geographic impact of Eric M. Anderman's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Eric M. Anderman with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Eric M. Anderman more than expected).

Fields of papers citing papers by Eric M. Anderman

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Eric M. Anderman. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Eric M. Anderman. The network helps show where Eric M. Anderman may publish in the future.

Co-authorship network of co-authors of Eric M. Anderman

This figure shows the co-authorship network connecting the top 25 collaborators of Eric M. Anderman. A scholar is included among the top collaborators of Eric M. Anderman based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Eric M. Anderman. Eric M. Anderman is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

Sort: Min cites: Since: Top N: Style:

20 of 20 papers shown

Watson, K., Luz E. Robinson, Ron Avi Astor, et al.. (2025). Social Workers’ Reports on Needs and Recommendations to Enhance School Safety. Behavioral Sciences. 15(5). 627–627.

Robinson, Luz E., K. Watson, Dorothy L. Espelage, et al.. (2025). School Safety Concerns and Solutions: A Qualitative Analysis of U.S. School Psychologists’ Perspectives. Behavioral Sciences. 15(2). 228–228.

McMahon, Susan D., Andrew Martinez, Linda A. Reddy, et al.. (2025). Violence Against Administrators: The Roles of Student, School, and Community Strengths and Cultural Pluralism. Behavioral Sciences. 15(4). 556–556.

Anderman, Eric M., et al.. (2025). How to promote intrinsically versus extrinsically motivated teachers’ job satisfaction: Exploring individual and school factors. Teaching and Teacher Education. 166. 105179–105179.

Glassman, Michael, et al.. (2025). The roles of technology efficacy and networking agency in elementary students' engagement in online and face‐to‐face technology‐mediated learning. British Journal of Educational Technology. 56(6). 2623–2646. 1 indexed citations

Martinez, Andrew, Linda A. Reddy, Susan D. McMahon, et al.. (2025). Getting Tough on Assaults: Do State and School Policies and Practices Reduce Physical Violence Against Educators?. Journal of School Violence. 24(2). 250–265.

Reddy, Linda A., Andrew Martinez, Susan D. McMahon, et al.. (2024). Administrator Turnover: The Roles of District Support, Safety, Anxiety, and Violence from Students. Behavioral Sciences. 14(11). 1089–1089. 3 indexed citations

McMahon, Susan D., Frank C. Worrell, Linda A. Reddy, et al.. (2024). Violence and aggression against educators and school personnel, retention, stress, and training needs: National survey results.. American Psychologist. 79(7). 903–919. 14 indexed citations

Anderman, Eric M., Susan D. McMahon, Ron Avi Astor, et al.. (2024). School Goal Structures and Violence Against Educators Before and During COVID-19. Journal of School Violence. 23(4). 433–447. 3 indexed citations

10.

Reddy, Linda A., Andrew Martinez, Susan D. McMahon, et al.. (2024). Student Violence Against Paraprofessionals in Schools: A Social-Ecological Analysis of Safety and Well-Being. Behavioral Sciences. 14(12). 1181–1181. 1 indexed citations

11.

McMahon, Susan D., et al.. (2023). Understanding parent aggression directed against teachers: A school climate framework. Learning Environments Research. 26(3). 915–931. 9 indexed citations

12.

Kim, Yeo‐eun, Shirley L. Yu, Christopher A. Wolters, & Eric M. Anderman. (2023). Self-regulatory processes within and between diverse goals: The multiple goals regulation framework. Educational Psychologist. 58(2). 70–91. 22 indexed citations

13.

McMahon, Susan D., Alberto Valido, Linda A. Reddy, et al.. (2023). Teacher-directed violence and anxiety and stress: Predicting intentions to transfer and quit.. School Psychology. 39(5). 530–544. 4 indexed citations

14.

Astor, Ron Avi, Rami Benbenishty, Gordon Capp, et al.. (2023). How school policies, strategies, and relational factors contribute to teacher victimization and school safety. Journal of Community Psychology. 52(1). 39–57. 9 indexed citations

15.

Reddy, Linda A., Andrew Martinez, Susan D. McMahon, et al.. (2023). Violence directed against teachers during the COVID-19 pandemic: A social–ecological analysis of safety and well-being.. School Psychology. 39(5). 510–519. 5 indexed citations

16.

Yough, Mike, et al.. (2023). English language learner perceptions of school climate and teacher–student relationships: role of acculturation and implications for achievement. Learning Environments Research. 27(1). 143–160. 5 indexed citations

17.

Anderman, Eric M. & Fred Danner. (2008). Achievement Goals and Academic Cheating. Cairn.info. 21(1). 155–180. 34 indexed citations

18.

Zimmerman, Rick S., et al.. (2007). Longitudinal Test of a Multiple Domain Model of Adolescent Condom Use. The Journal of Sex Research. 44(4). 380–394. 42 indexed citations

19.

Anderman, Eric M., Martin L. Maehr, & Carol Midgley. (1999). Declining Motivation After the Transition to Middle School: Schools Can Make a Difference.. Journal of research and development in education. 32(3). 131–147. 205 indexed citations

20.

Kenig, S., et al.. (1994). Fiber Orientation and Mechanical Properties of Molded Engineering Polymer Composites. Science and Engineering of Composite Materials. 3(1). 51–60.

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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