About

Lynley H. Anderman is a Professor of Educational Psychology in the Department of Educational Studies at The Ohio State University. She has a background in teaching at the elementary and middle school levels in Auckland, New Zealand, before pursuing an academic career. Her major research interest is in creating classroom contexts that support and maintain students' motivation and engagement in academic work, focusing on instructional delivery and interpersonal relationships among students and teachers. Her work explores how classroom climate, peer relationships, school belonging, and teacher-student interactions influence student motivation, social goals, and perceptions of their educational experiences. Anderman's research emphasizes understanding student motivation in educational settings and how it can be fostered through effective instructional practices and supportive interpersonal relationships. She has held editorial roles in prominent educational psychology journals and has contributed to the field through her research on classroom motivation, social context, and student engagement. Her scholarly work aims to inform educational practices that enhance student motivation, belonging, and achievement, making her a significant figure in the study of educational psychology and classroom dynamics.

Research topics

• Social psychology
• Psychology
• Sociology
• Social Science
• Psychotherapist
• Epistemology
• Developmental psychology
• Pedagogy

Selected publications

• Student Engagement in Synchronous Blended Learning

  2025-03-24

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• The Relevance of Educational Psychology Research in Teacher Education

  2023-09-12

  book-chapterSenior author

  In reviewing studies of preservice teachers (PTs), the authors took a two-pronged approach. First, they examined research trajectories in both fields. In educational psychology, we drew from The Top 20 Principles. These principles were created to bridge research and practice by describing what psychologists believe teachers need to understand. Second, they prioritized research using educational interventions through either systematic research designs or the natural process of completing courses and fieldwork in a teacher education program (TEP). Both types of interventions highlight possibilities for informing PTs experiences in TEP courses and P-12 fieldwork in meaningful ways. The chapter highlights studies involving asset-based pedagogies because of their consequence in general and content-specific pedagogical practices, their importance in teacher preparation program design, as well as their critical role in developing positive teacher-student relationships. Asset-based pedagogies are grounded in the view that all students bring personal and cultural strengths to learning.

  PublisherDOI

• Teacher Scaffolding and Equity in Collaborative Knowledge Construction

  International Journal of Educational Research Open · 2023-11-10 · 5 citations

  articleOpen accessSenior author

  This study examines teacher scaffolding and equity during collaborative small-group discussions in fifth-grade English language arts classrooms. Equity indicators analyzed include uptake, relational invitations, and conflicts for the floor (CFF). CFF indicates lower levels of participatory equity, while the others indicate higher relational equity. Three types of teacher scaffolding moves were included, and data were analyzed using statistical discourse analysis and repeated measures logistic regression. Teacher scaffolding was either negatively or not related to all equity indicators. Specifically, teacher scaffolding is associated with reduced indicators of relational equity, but also with reductions in CFF. The relationship with relational equity was stronger and more consistent than the relationship with CFF, suggesting that teachers’ largest influence on equity is on relational, rather than participatory, equity.

  PublisherDOI

• Teaching to Prepare Advocates

  2022-10-24

  bookSenior author

  This book is the fourth volume in the six-part series Theory to Practice: Educational Psychology for Teachers and Teaching. The objective of most other volumes in this series is to help instructors apply and model fundamental principles of learning, assessment, motivation, and development in preparing their students for the diverse, multidimensional, uncertain, and socially-embedded classrooms in which these future educators will teach.This volume is a strong compliment to others in the series as it prepares readers to be better positioned to advocate for principles of psychology in their programs and departments, and to prepare preservice teachers to do likewise in the K-12 classrooms they will soon guide. Even more, this volume will help instructors in shaping pre-service teachers to be stronger advocates for their own students. This volume is organized around two themes: (1) Advocating for principles and practices of educational psychology, and (2) advocating for students. These themes go hand-in-hand. While advocating for educational psychology principles and evidence- based practices in their schools, teachers also are called upon to advocate for and empower historically marginalized groups of students. Topics in Part I include development of intercultural competency, implementation of professional learning communities, culturalizing the curriculum, journalistic learning, incorporation of inquiry learning, and universal design. Topics in Part II include supporting student self-advocacy, creating an allyship with LGBTQ+ students, advocating for victims of bullying, and supporting students with mental health needs.

  PublisherDOI

• Introduction

  2022-10-24

  book-chapterSenior author
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• The role of friendships in shy students’ dialogue patterns during small group discussions

  Contemporary Educational Psychology · 2021 · 16 citations

  • Psychology
  • Social psychology
  • Developmental psychology
  PublisherDOI

• Grouping Students for Instruction

  2020-10-26 · 5 citations

  book-chapterSenior author
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• Putting It All Together

  2020-10-26

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• Working with Parents

  2020-10-26

  book-chapterSenior author
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• Using Rewards Effectively

  2020-10-26

  book-chapterSenior author
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Frequent coauthors

• Eric M. Anderman

  28 shared

• Alyssa Emery

  Iowa State University

  7 shared

• Jing Chen

  Shanghai Jiao Tong University

  6 shared

• Tzu‐Jung Lin

  5 shared

• Tierra M. Freeman

  5 shared

• Carol Midgley

  University of Michigan–Ann Arbor

  5 shared

• Narmada Paul

  University of Kentucky

  4 shared

• Seung Yon Ha

  The Ohio State University

  4 shared

Labs

• Educational Studies LaboratoryPI

Awards & honors

• Fellow, American Psychological Association, 2013
• Faculty Mentor of the Year, Educational Studies Teaching Ass…
• College of Education & Human Ecology Distinguished Teaching…
• Outstanding Academic Title Award for Psychology of Classroom…
• College of Education Exceptional Achievement Award for Resea…