| 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 | 2638 | 2000 |
| Perceptions of the school psychological environment and early adolescents' psychological and behavioral functioning in school: The mediating role of goals and belonging. RW Roeser, C Midgley, TC Urdan Journal of educational psychology 88 (3), 408, 1996 | 2272 | 1996 |
| Statistics in plain English TC Urdan Routledge, 2016 | 1841 | 2016 |
| 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 | 1416 | 1998 |
| Classroom effects on student motivation: Goal structures, social relationships, and competence beliefs T Urdan, E Schoenfelder Journal of school psychology 44 (5), 331-349, 2006 | 1337 | 2006 |
| Beyond a two-goal theory of motivation and achievement: A case for social goals TC Urdan, ML Maehr Review of educational research 65 (3), 213-243, 1995 | 1294 | 1995 |
| Self-efficacy beliefs of adolescents T Urdan, F Pajares IAP, 2006 | 1129 | 2006 |
| Self-efficacy beliefs of adolescents A Bandura, F Pajares, T Urdan Guide for constructing self-efficacy scales 5, 307-37, 2006 | 856 | 2006 |
| Academic self-handicapping and achievement goals: A further examination C Midgley, T Urdan Contemporary educational psychology 26 (1), 61-75, 2001 | 756 | 2001 |
| Achievement goal theory: Past results, future directions T Urdan Advances in motivation and achievement 10, 99-141, 1997 | 716 | 1997 |
| Predictors of academic self-handicapping and achievement: Examining achievement goals, classroom goal structures, and culture. T Urdan Journal of educational psychology 96 (2), 251, 2004 | 676 | 2004 |
| 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 | 658 | 1998 |
| Academic self-handicapping: What we know, what more there is to learn T Urdan, C Midgley Educational Psychology Review 13, 115-138, 2001 | 615 | 2001 |
| " If I don't do well tomorrow, there's a reason": Predictors of adolescents' use of academic self-handicapping strategies. C Midgley, R Arunkumar, TC Urdan Journal of Educational Psychology 88 (3), 423, 1996 | 605 | 1996 |
| Changes in the perceived classroom goal structure and pattern of adaptive learning during early adolescence T Urdan, C Midgley Contemporary educational psychology 28 (4), 524-551, 2003 | 597 | 2003 |
| Predictors of middle school students' use of self-handicapping strategies C Midgley, T Urdan The Journal of Early Adolescence 15 (4), 389-411, 1995 | 569 | 1995 |
| Achievement goals and goal structures A Kaplan, MJ Middleton, T Urdan, C Midgley Goals, goal structures, and patterns of adaptive learning, 21-53, 2014 | 567 | 2014 |
| 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 | 460 | 1996 |
| Competence motivation in the classroom T Urdan, JC Turner Handbook of competence and motivation 297317, 2005 | 429 | 2005 |
| The goals behind performance goals. T Urdan, M Mestas Journal of educational psychology 98 (2), 354, 2006 | 400 | 2006 |
Eric AndermanThe Ohio State UniversityVerified email at osu.edu
