Eric Anderman

Professor and Chair

Ohio State University

United States

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Eric Anderman is a Professor and Chair at The Ohio State University in the United States. His research encompasses a range of topics, including mindset systems in competitive schooling, social media impacts on adolescent behavior, and the effectiveness of school safety measures. He has contributed significantly to the understanding of academic misconduct, technology in education, and the challenges faced by educators in maintaining a safe learning environment.

Articles (19)

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2025

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2022

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2021

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2020

Collaborators (12)

Seung Yon Ha

UNITED STATES

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Darragh McNally

University of Maryland

UNITED STATES

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Yvonne Allsop

Eastern Michigan University

UNITED STATES

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Andrew Perry

Graduate Teaching Associate

Ohio State University

UNITED STATES

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Dorothy L. Espelage

University of North Carolina at Chapel Hill

UNITED STATES

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Susan McMahon

Professor and Associate Dean

DePaul University

UNITED STATES

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Tzu-Jung Lin

Associate Professor

Ohio State University

UNITED STATES

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Yeo-eun Kim

Assistant Professor

Florida State University

UNITED STATES

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Tricia Bertram Gallant

University of California, San Diego

UNITED STATES

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Christopher Wolters

Professor/Director

Ohio State University

UNITED STATES

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Shirley L. Yu

Associate Professor

Ohio State University

UNITED STATES

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Frank C. Worrell

Distinguished Professor

University of California, Berkeley

UNITED STATES

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Eric Anderman

Research Interests

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About

Articles (19)

Do Teachers Feel Active Shooter Drills Work? A Study of Effectiveness, Safety, and Decisions to Transfer or Quit

Social Workers’ Reports on Needs and Recommendations to Enhance School Safety

Violence Against Administrators: The Roles of Student, School, and Community Strengths and Cultural Pluralism

Getting Tough on Assaults: Do State and School Policies and Practices Reduce Physical Violence Against Educators?

School Safety Concerns and Solutions: A Qualitative Analysis of U.S. School Psychologists’ Perspectives

From institutional climate to moral attitudes: examining theoretical models of academic misconduct

The roles of technology efficacy and networking agency in elementary students' engagement in online and face‐to‐face technology‐mediated learning

Cultivating Civic Competencies Through Immersive Inquiry: A Digital-age Approach to Fourth Grader’s Disciplinary Thinking and Argumentation

Exploration of mindset meaning system in an elite competitive schooling context using a mixed-methods approach

Informational versus interactive social media usage and sexual risk during early adolescence.

Investigating social studies teachers’ implementation of an immersive history curricular unit as a cybernetic zone of proximal development

Violence directed against teachers during the COVID-19 pandemic: A social–ecological analysis of safety and well-being.

“Why do people do sex?” an analysis of middle school students’ anonymous questions about sexual health

Understanding parent aggression directed against teachers: A school climate framework

Self-regulatory processes within and between diverse goals: The multiple goals regulation framework

Academic Achievement and Postsecondary Educational Attainment of Domestically and Internationally Adopted Youth

The relations of inattention and hyperactivity to academic cheating in adolescents with executive functioning problems

Theory into Practice at Sixty

Longitudinal relations of classroom goal structures to students’ motivation and learning outcomes in health education.

Collaborators (12)

Seung Yon Ha

Darragh McNally

Yvonne Allsop

Andrew Perry

Dorothy L. Espelage

Susan McMahon

Tzu-Jung Lin

Yeo-eun Kim

Tricia Bertram Gallant

Christopher Wolters

Shirley L. Yu

Frank C. Worrell

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