UNC School of Education

Professor of Educational Psychology

Chair of Human Development and Psychological Studies

T 919.962.9195
F 919.962.1533
meece@email.unc.edu

105I Peabody Hall
CB 3500

Judith Meece is professor and chair of Human Development and Psychological Studies. Trained in developmental and educational psychology, she is affiliated with the Master of Arts in Teaching Program and the doctoral and master's programs in Educational Psychology, Measurement and Evaluation.

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 future aspirations, and she is especially interested in the influence of school transitions on achievement motivation, learning, and school adjustment.

Meece also authored the first textbook specifically for educators on the subject of child and adolescent development, titled Child & Adolescent Development for Educators. Her next book will be a co-edited handbook focusing on schooling experiences and development. Meece holds faculty appointments in the Department of Psychology and the Center for Developmental Science. She is also an investigator for the National Research Center for Rural Education Support. A fellow of the American Psychological Association (Division 15), Meece is active in the American Educational Research Association.

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

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

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

• 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

• January 2006-December 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.

• Member: 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
  
• 1997, Session Chair, American Psychological Association
  
• 1986, 1995, 1997, Session Discussant, American Educational Research Association
  
• 1990, Session Discussant, North Carolina Association for Research Education
  
• 1987, Session Chair, American Educational Research Association

• 2000-2005, Educational Consultant, Department of Juvenile Justice & Delinquency Prevention, Raleigh, NC

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.

Meece, J.L., & Miller, S.D. (2001). Longitudinal Analysis of Elementary School Students’ Achievement Goals in Literacy Activities. Contemporary Educational Psychology, 26, 454-480.

Meece, J.L. & Kurtz-Costes, B. (2001). Introduction: Schooling of Ethnic Minority Children and Youth, Educational Psychologist, 36, 1-8.

Kahle, J.B., Meece, J.L., & Scantlebury, K. (2000). Urban African American Middle School Science Students: Does Standards-Based Teaching Make a Difference? Journal for Research on Science Teaching, 37, 1019-1041.

Meece, J.L., & Miller, S.D. (1999). Changes in Elementary School Children’s Achievement Goals for Reading and Writing: Results of a Longitudinal and Intervention Study. Scientific Studies of Reading, 3, 207-229.