Room: 3304L Benjamin Building
Phone: (301) 405-2809
Allan Wigfield (Ph.D., University of Illinois, Urbana)
Professor; Developmental Science Program & Educational Psychology Specialization
Human Development and Quantitative Methodology (HDQM)
Research Labs, Centers, Affiliations and Special Appointments:
Motivation in Education Research Group
_______________________________________________Research Interests | Bio | Publications | Curriculum Vitae |
Development and socialization of motivation and gender differences; achievement motivation; self-regulation and learning; motivation for literacy; motivation interventions
Dr. Wigfield is Professor, Distinguished-Scholar Teacher, and
Director of Human Development Graduate Studies in HDQM. He also is an
Honorary Faculty Member in Psychology at the University of Heidelberg,
Germany. He received his Ph. D. in educational psychology from the
University of Illinois, and then went to the University of Michigan on a
postdoctoral fellowship in developmental psychology. His research
interests concern the development of children’s achievement motivation,
children’s motivation for reading and how it is influenced by
different reading instructional practices, and gender differences in
Dr. Wigfield has authored more than 130 peer-reviewed journal articles and book chapters on children’s motivation and other topics, including the chapter on the development of motivation in the Handbook of child psychology (6th and 7th editions). He was Associate Editor of the Journal of Educational Psychology from 2000 to 2002 and Associate Editor of Child Development from 2001 to 2005. He was editor of the teaching, learning, and human development section of the American Educational Research Journal from 2007-2010. Dr. Wigfield has one awards for his research and also for his teaching
Wigfield, A., Rosenzweig, E. Q., & Eccles, J. S. (in press). Achievement values. In A. Elliot and C. S. Dweck (Eds.), Handbook of competence and motivation (2nd ed.). New York: Guilford.
Wigfield, A., Tonks, S., & Klauda, S. L. (in press). Expectancy-value theory. In K. R. Wentzel & D. Miele (Eds.), Handbook of motivation in school (2nd ed.) New York: Routledge.
Muenks, K. M., Miele, D. L., & Wigfield, A. (in press). How students’ perceptions of the source of effort influence their ability evaluations of other students. Journal of Educational Psychology.
Musu-Gillette, L., Wigfield, A., Harring, J., & Eccles, J. S. (in press). Trajectories of change in students’ self-concepts of ability and values in math and college major choice. Educational Research and Evaluation.
Wigfield, A, Eccles, J. S., Fredricks, J., Simpkins, Roeser, R., & Schiefele, U. (2015). Development of achievement motivation and engagement. In R. Lerner (Series ed.) and M. Lamb & C. Garcia Coll (Vol. Eds.), Handbook of child psychology and developmental science (7th ed., vol. 3, pp. 657-700). New York: Wiley.
Miele, D. L., & Wigfield, A. (2014). Quantitative and qualitative relations between motivation and critical-analytic thinking. Educational Psychology Review.