Tim Urdan focuses on Developmental psychology, Academic achievement, Social psychology, Self-handicapping and Goal orientation. His work carried out in the field of Developmental psychology brings together such families of science as Self-efficacy and Sense of agency. His Academic achievement study integrates concerns from other disciplines, such as Collective efficacy and Learning disability.
Tim Urdan interconnects Procrastination and Goal structure in the investigation of issues within Self-handicapping. His Goal orientation research is multidisciplinary, incorporating perspectives in Confirmatory factor analysis, Goal theory and Competence. Tim Urdan has included themes like Construct validity and Test validity in his Goal theory study.
His primary areas of investigation include Mathematics education, Academic achievement, Social psychology, Goal theory and Developmental psychology. His Mathematics education research is multidisciplinary, incorporating elements of Test validity, Volume and Achievement test. His biological study deals with issues like Perception, which deal with fields such as Multilevel model.
His work in the fields of Social psychology, such as Self-concept, Self-esteem and Interpersonal relationship, overlaps with other areas such as Obligation. His Goal theory research includes themes of Variety and Goal orientation. His work deals with themes such as Self-efficacy, Association, Adaptive learning and Goal structure, which intersect with Developmental psychology.
Tim Urdan mainly focuses on Pedagogy, Mathematics education, Developmental psychology, Statistics and Educational psychology. Tim Urdan studies Pedagogy, focusing on Goal theory in particular. His study looks at the intersection of Mathematics education and topics like Applied psychology with Self-handicapping, Goal structure, Goal pursuit, Construct and Goal orientation.
His Developmental psychology study combines topics from a wide range of disciplines, such as Cultural competence and Association. The various areas that he examines in his Educational psychology study include Academic achievement, Self-concept, Social psychology and Psychoanalysis. His study in Academic achievement is interdisciplinary in nature, drawing from both Structural equation modeling and Behavioral engagement.
His primary scientific interests are in Educational psychology, Developmental psychology, Pedagogy, Academic achievement and Goal theory. His Educational psychology research is multidisciplinary, incorporating elements of Feeling and Psychoanalysis. His Developmental psychology study incorporates themes from Cultural competence, Social psychology and Association.
His work on Educational assessment as part of general Pedagogy research is frequently linked to Engineering ethics, thereby connecting diverse disciplines of science. His Academic achievement research includes themes of Cognitive style, Social cognition and Library science. The concepts of his Goal theory study are interwoven with issues in Variety and Field.
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The Development and Validation of Scales Assessing Students' Achievement Goal Orientations
Carol Midgley;Avi Kaplan;Michael Middleton;Martin L. Maehr.
Contemporary Educational Psychology (1998)
Self-efficacy beliefs of adolescents
Frank Pajares;Timothy C. Urdan.
Classroom effects on student motivation: Goal structures, social relationships, and competence beliefs
Tim Urdan;Erin Schoenfelder.
Journal of School Psychology (2006)
Academic Self-Handicapping and Achievement Goals: A Further Examination.
Carol Midgley;Tim Urdan.
Contemporary Educational Psychology (2001)
The Role of Classroom Goal Structure in Students’ Use of Self-Handicapping Strategies
Tim Urdan;Carol Midgley;Eric M. Anderman.
American Educational Research Journal (1998)
Predictors of Academic Self-Handicapping and Achievement: Examining Achievement Goals, Classroom Goal Structures, and Culture.
Journal of Educational Psychology (2004)
Changes in the perceived classroom goal structure and pattern of adaptive learning during early adolescence
Tim Urdan;Carol Midgley.
Contemporary Educational Psychology (2003)
Predictors of Middle School Students' Use of Self-Handicapping Strategies
Carol Midgley;Tim Urdan.
Journal of Early Adolescence (1995)
Academic Self-Handicapping: What We Know, What More There is to Learn
Tim Urdan;Carol Midgley.
Educational Psychology Review (2001)
Achievement Goals and Goal Structures
Avi Kaplan;Michael J. Middleton;Tim Urdan;Carol Midgley.
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