Curriculum Vitae (PDF)

Photo of Judith Meece

Meece, Judith

Professor of Educational Psychology

T: 919.962.9195
F: 919.843.2614
105I Peabody Hall
CB 3500

“The most important attitude that can be formed is a desire to go on learning.”

– John Dewey


Judith Meece is the McMichael Professor of Education. Trained in developmental and educational psychology, Meece is affiliated with the Master of Arts in Teaching Program and the doctoral program in Applied Developmental Science and Special Education. She is a nationally recognized scholar in the field of achievement motivation and has provided professional development for teachers to enhance student academic engagement and motivation in schools across the country. Her research focuses on the role of classroom and school environments in the development of adolescent’s academic motivation and educational aspirations. Meece recently directed a large national study on the postsecondary transition of rural youth to careers, college, and adult life. Meece’s research has been supported by grants from the Institute of Education Sciences, National Science Foundation, and Spencer Foundation. Meece is a Fellow of the American Psychological Association (Division 15), and served as the Division's President in 2012.

Educational Background

  • Ph.D. 1981 - University of Michigan, Educational Psychology
  • M.A. 1977 - University of Michigan, Educational Psychology
  • B.S. 1973 - Michigan State University, Human Ecology

Doctoral Program Affiliation(s)

Ph.D. in Education

Research Interests

  • Achievement Motivation
  • Student Learning and Motivation
  • Gender Differences in Motivation and Achievement
  • Schooling and Development
  • Educational Attainment of Rural Youth

Teaching Areas

  • Child and Adolescent Development
  • Psychology of Learning
  • Achievement Motivation
  • Research Methods


  • EDUC 681: Human Development
  • EDUC 781: Theories and Research in Human Development
  • EDUC 782: Psychology of Learning in the School
  • EDUC 786: Problems in Educational Psychology
  • EDUC 824: Fundamentals of Educational Research
  • EDUC 881: Seminar in Human Development and Individual Differences

Honors & Awards

  • 2012-2013President, Educational Psychology, American Psychological Association
  • 1998, American Psychological Association Fellow, Division 15 Outstanding Research Award, Phi Delta Kappa, Carolina Chapter
  • 1992-1996, Eugene and Sarayn Oberdorfer Associate Professor of Education, UNC-CH
  • 1993-1994, Pogue Fellowship, UNC-CH
  • 1989, 1993, Peabody Award for Excellence in Research, School of Education, UNC-CH
  • 1978-1980, Predoctoral Fellow, Bush Program in Child Development and Social Policy, University of Michigan
  • 1977-1978, School of Education Scholar, University of Michigan

Funded Research

  • 2007-2011, U.S. Department of Education, Institute of Education Sciences, Rural High School Students' Aspirations, Principal Investigator (with Dr. Thomas W. Farmer, Co-Principal Investigator, Penn. State Univ.), 3.2 million.
  • 2006-2007, Spencer Foundation, Correlates and Consequences of Growth in Mathematics Conceptual Understanding during Middle and High School, Co-Principal Investigator.
  • 2002-2004, National Science Foundation, Developmental and Contextual Perspective on Identity and Learning in Reform-Oriented Mathematics Classrooms, Co-Principal Investigator (with Drs. Carol Malloy and Jill Hamm, University of North Carolina at Chapel Hill).
  • 2000-2001, Project with UNC-CH’s School of Social Work to develop gender-specific education and treatment program for incarcerated female juvenile offenders. Funded by Department of Juvenile Justice & Delinquency Prevention.
  • 1999-2001, Project with Miami University to study equity in systemic reform in mathematics and science education. Funded by National Science Foundation
  • 2000, Project with Miami University to evaluate TIMSS Consortium in Mathematics and Science. Funded by Ohio Department of Education.

Selected Professional Affiliations

  • American Educational Research Association
  • American Psychological Association (Division 15)
  • National Association for Research on Science Teaching
  • Society for Research on Adolescence
  • Society for Research in Child Development

Public Service

  • 2011-2013, Institute of Education Sciences, Social and Behavioral Review Panel
  • 2011, National Science Foundation, REESE Review Panel
  • 2000-2005, Educational Consultant, Department of Juvenile Justice & Delinquency Prevention, Raleigh, NC

Selected Publications

Byun, S.Y., Meece, J.L., & Irvin, M.J. (2012), Rural-nonrural disparities in postsecondary attainment revisited. American Educational Research Journal, 49, 3, 412-437.

Byun, S-Y., Irvin, M., & Meece, J.L. (2012). Rurality, social capital, and college completion. Review of Higher Education, 35,463-484.

Irvin, M.J., Meece, J. L., Byun, S-Y., Farmer, T. W., & Hutchins, B.C. (2011). Relationship of school context to rural youth's educational achievement and aspirations. Journal of Youth and Adolescence, 40, 1225-1242.

Meece, J. L. & Eccles, J. S. (2010). Handbook of Research on Schooling, Schools, & Human Development. New York: Routledge, Taylor, & Francis Group.

Meece, J. L., Glienke, B. B., & Askew, K. (2009). Gender and motivation. In K. Wentzel & A. Wigfield (Eds.), Handbook on motivation at school (pp. 411-432). New York: Routledge, Taylor, and Francis.

Meece, J.L., & Painter, J. (2008). Gender, self-regulation, and motivation. In D. Schunk and B. Zimmerman (Eds.), Motivation and self-regulated learning. Theory, research, and applications (pp. 339-368). New York: Lawrence Erlbaum Associates, Taylor Francis Group.

Meece, J.L., Anderman, E. M., & Anderman, L. H. (2006). Classroom goal structures, student motivation, and academic achievement. Annual Review of Psychology (Vol. 57, 487-503). Chippewa Fall, WI: Annual Reviews.

Meece, J.L., Glienke, B. B., & Burg, S. (2006). Gender and motivation. Journal of School Psychology, 44, 351-373.

Meece, J. L., Anderman, E. M. & Anderman, L. H. (2006). Classroom goal structures, student motivation, and academic achievement. Annual Review of Psychology (Vol. 57, pp. 487-504). Chippewa Fall, WI: Annual Reviews.

Meece, J. L., & Scantlebury, K. S. (2006). Gender and schooling: Progress and persistent barriers. In J. Worrell & C. Goodheart (Eds.), Handbook of Girls’ and Women’s Psychological Health (pp.283-291). New York: Oxford University Press.

Schunk, D. H., & Meece, J. L. (2006). Self-efficacy in adolescence. In F. Pajares & T. Urdan (Eds.), Adolescence and Education (Vol. 5, pp. 71-96). Greenwich, CT: Informatikon Age Publishing.

Meece, J. L., Herman, P., & McCombs, B. (2003). Relations of learner-centered teaching practices to adolescents’ achievement goals. International Journal of Educational Research, 39, 457-475.

Meece, J. L. (2003). Applying learner-centered principles to middle school education. Theory into Practice, 42, 109-116.

Meece, J. L. (2002). Child & Adolescent Development for Educators (2nd Edition). New York: McGraw Hill.

Update Profile