Dr. Tim Urdan
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.
Ph.D., University of Michigan
Combined Program in Education and Psychology
PSYC 40: Statistical Data Analysis
PSYC 112: Motivation and Emotion
PSYC 134: Psychology of Education
PSYC 172: Adolescent Development
PSYC 185: Developmental Psychology I
LBST 196: Eastside Future Teacher Project Seminar
Pajares, F., & Urdan, T. (Eds.) (2008). The ones we remember: Scholars reflect on teachers who made a difference. Information Age Publishing.
Maehr, M. L., Karabenick, S., & Urdan, T. (Eds.) (2008). Advances in Motivation and Achievement, v. 15: Social Psychological Perspectives. Emerald Publishing.
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.