Santa Clara University

Tim Urdan
Combined Program in Education and Psychology


Ph.D., University of Michigan (1994)

Department: Psychology

Title: Associate Professor

Home Page: Click Here

Office Phone:
408-554-4495

Email: turdan@scu.edu

Mail Address:
Santa Clara University
Department of Psychology
500 El Camino Real
Santa Clara, CA 95053-0333

• Developmental Psychology I and II (185, 186)
• Developmental Psychology III, Adolescent Development (187)
• Psychology of Education (134)
• Introduction to Statistics (40)
• Motivation and Emotion (112)
• Research Practicum Capstone (195)
• Eastside Future Teacher Project Seminar: The Eastside Future Teacher Project (EFTP) is a program, launched in 1996, designed to recruit and develop future teachers from the Eastside Union High School District in San Jose. The first class of students in the program completed their credential program last year and will begin their teaching careers this year. (LBST 196)
  

Most of my research has examined the motivation of adolescent students in middle and high schools. I am particularly interested in the ways that teachers' beliefs and instructional practices influence the motivation and achievement of their students. My recent research has also focused on cultural factors that influence student motivation and achievement. I am particularly interested in the differences between first, second, and third-generation students and the influence of proficiency in English on the motivation of immigrant students.  

Pajares, F., & Urdan, T. (Eds.) (2006). Adolescent self-efficacy. Volume 5 in the Adolescence and Education series. Greenwich, CT: Information Age Publishing.

Urdan, T. (2005). Statistics in plain English, 2nd edition. Mahwah, NJ: Lawrence Erlbaum.

Urdan, T., & Pajares, F. (Eds.) (2004). Educating adolescents: Challenges and strategies. Volume 4 in the Adolescence and Education series. Greenwich, CT: Information Age Publishing.

Urdan, T., & Schoenfelder, E. (2006). Classroom effects on student motivation: Goal structures, social relationships, and competence beliefs. Journal of School Psychology.

Urdan, T., & Mestas, M. (2006). The goals behind performance goals. Journal of Educational Psychology, 98, 354-365.

Urdan, T. (2004). Predictors of academic self-handicapping and achievement: Examining achievement goals, classroom goal structures, and culture. Journal of Educational Psychology, 96, 251-264.

Urdan, T., & Midgley, C., (2003). Changes in the perceived classroom goal structure and patterns of adaptive learning during early adolescence. Contemporary Educational Psychology, 28, 524-551.
 
Urdan, T., & Turner, J. C. (2005). Competence motivation in the classroom. In A. E. Elliot and C. Dweck (Eds.) Handbook of Competence Motivation (pp. 297-317). New York: Guilford.

Urdan, T. (2004). Can achievement goal theory guide school reform? In P. R. Pintrich and M. L. Maehr (Eds.) Advances in motivation and achievement, Volume 13 (361-392). Stamford, CT: Elsevier.

Urdan, T., & Garvey, D. (2004). The education of immigrant and native-born students: Local and national perspectives. In T. Urdan and F. Pajares (Eds.) Educating adolescents: Challenges and strategies. Volume 4 in the Adolescence and Education series (pp. 149-178). Greenwich, CT: Information Age Publishing.