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Tim Urdan

Tim Urdan
Tim Urdan

Professor

CV
Educational Background

Ph.D., University of Michigan
Combined Program in Education and Psychology

Research

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.

Consulting
Books
              Urdan, T. (2005). Statistics in Plain English. Lawrence Erlbaum.
   Urdan, T. (Ed). (2002). Academic Motivation of Adolescents. Information Age Publishing.
   Urdan, T. (2002). Adolescence and Education: General Issues in the Education of Adolescents. Information Age Publishing.
           Urdan, T. (Ed). (2003). International Perspectives on Adolescence. Information Age Publishing.
   Urdan, T. (Ed). (2005). Educating Adolescents: Challenges and Strategies. Information Age Publishing.
   Urdan, T. (Ed). (2006). Self-Efficacy Beliefs of Adolescents. Information Age Publishing.
   Urdan, T. (Ed). (2008). The Ones We Remember: Scholars Reflect on Teachers Who Made a Difference. Information Age Publishing.
   Urdan, T. (Ed). (2000). The Role of Context. JAI Press.
          Maehr, M. (2008). Social Psychological Perspectives - Advances in Motivation and Achievement Volume 15. Information Age Publishing.
Courses
  • 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
Publications
Representative Publications

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.