CSUN Wordmark
Access Keys

This information applies to pages in the CSUN template system. Windows-press ALT + an access key. Macintosh-press CTRL + an access key.

The following access keys are available:

Michael D. Eisner College of Education

College of Education

Personnel Directory

Adele Eskeles Gottfried

Adele Eskeles Gottfried
Professor
Department of Educational Psychology and Counseling
Office:ED 3130
Phone:818 677 2032
Email:adele.gottfried@csun.edu

Profile

Education

Ph.D., Educational/Developmental Psychology, Graduate School of the City University of New York, 1975.

Biography

Adele Eskeles Gottfried, Ph.D. is Director of Research Enhancement of the Michael D. Eisner College of Education, and Professor, Department of Educational Psychology, at California State University, Northridge (CSUN), and co-directs the Fullerton Longitudinal Study. She has been the recipient of numerous awards, honors, and distinctions including: 2011 Recipient of the Western Psychological Association Social Responsibility Award for her work on intrinsic motivation and parental employment and children's development; Fellow of the American Psychological Association (Divisions 7, 9, and 15); Association for Psychological Science; Western Psychological Association; Inaugural Fellow of American Educational Research Association; and MENSA Award recipient for Excellence in Research for longitudinal research on gifted children's academic intrinsic motivation; Outstanding Faculty Award, CSUN; and Research Fellow, CSUN. She is the author of the Children’s Academic Intrinsic Motivation Inventory (CAIMI), as well as author of numerous scientific books, chapters, and articles in the areas of academic intrinsic motivation, environment, and parental employment and children’s development. She serves on the editorial boards of several scientific journals, and was Associate Editor of Child Development. Her research on academic intrinsic motivation, and maternal employment and children's development has received national as well as international recognition.



Research

Click each research item to view details on it.

Eyeball icon
Gottfried, A. E. (2011, April). Searching for Motivation from Childhood through Adulthood: Findings and Implications of a Longitudinal Investigation across Two Decades. Invited presentation at the 2011 Western Psychological Association Convention, Los Angeles.

Abstract

This presentation provided an overview of my research program on academic intrinsic motivation with regard to: developmental trends across the school years, the role of environment and parental motivational practices, and relationships to academic achievement.

Magnifying glass iconView more details...

Eyeball icon
Gottfried, Adele. E.  (1986). Children's Academic Intrinsic Motivation Inventory.  (CAIMI).    Lutz, FL:  Psychological Assessment Resources.

Abstract

,The CAIMI assesses academic intrinsic motivation in school subject areas as well as for school in general, from childhood through adolescence. It is avaiilable from Psychological Assessment Resources, www.parinc.com.
A downward extension for grades 1 to 3,the Young Children's Academic Inventory (YCAIMI) and upward extension for high school students, the CAIMI-HS version have been developed, and for more information about these please contact Dr. Adele Gottfried.

Magnifying glass iconView more details...

Eyeball icon
Gottfried, A. E., Marcoulides, G. A., Gottfried, A. W., Oliver, P. (2009). A latent curve model of parental motivational practices and developmental decline in math and science academic intrinsic motivation. Journal of Educational Psychology, 101, 729-739.                                                                                               

Abstract

A longitudinal approach was used to examine the effects of parental task-intrinsic and task-extrinsic motivational practices on academic intrinsic motivation in the subject areas of math and science. Parental task-intrinsic practices comprise encouragement of children’s pleasure and engagement in the learning process, whereas task-extrinsic practices comprise parents’ provision of external rewards and consequences contingent on children’s task performance. A conditional latent curve model was fit to data from the Fullerton Longitudinal Study (A. W. Gottfried, A. E. Gottfried, & D. W. Guerin, 2006), with academic intrinsic motivation in math and science assessed from ages 9 to 17 and parental motivational practices measured when children were age 9. The results indicated that task-intrinsic practices were beneficial with regard to children’s initial levels of motivation at age 9 as well as with regard to motivational decline through age 17. Conversely, parents’ use of task-extrinsic practices was adverse with regard to children’s motivation both at age 9 and across the 8-year interval. Theoretical implications of the findings with regard to academic intrinsic motivation are discussed.



















Magnifying glass iconView more details...

Eyeball icon
Gottfried, Adele. E., et al. (2011). Motivational roots of leadership: A longitudinal study from childhood through adulthood. The Leadership Quarterly, 22, 510-519. In special issue of The Leadership Quarterly on “Longitudinal Investigations of Leader Development.”

Abstract

The present study elucidates developmental roots of leadership by investigating how motivation from childhood through adolescence is linked to motivation to lead in adulthood. Results showed considerable and significant continuity between academic intrinsic motivation and motivation to lead, indicating that adults with greater enjoyment of leadership per se, and who are motivated to lead without regard to external consequences, were significantly more intrinsically motivated from childhood through adolescence. Implications for developing motivation in leaders are advanced.

Magnifying glass iconView more details...

Eyeball icon
Gottfried, A. E., Marcoulides, G. A., Gottfried, A. W., & Oliver, Pamella. (2013). Longitudinal pathways from math intrinsic motivation and achievement to math course accomplishments and educational attainment.  Journal of Research on Educational Effectiveness, 6, 68-92.

Abstract

Across 20-years, pathways from math intrinsic motivation and achievement (ages 9 - 17) to high school math course accomplishments and educational attainment (age 29) were analyzed. Academic intrinsic motivation was the theoretical foundation. To determine how initial status and change in motivation and achievement related to course accomplishments and educational attainment, a latent curve model was fit to data from the Fullerton Longitudinal Study. Levels of motivation and achievement at 9 had positive, direct, and mutually indirect paths to course accomplishments.  Dual declines in motivation and achievement related to course accomplishments, directly for achievement, and indirectly for motivation via achievement.  Greater decline corresponded to fewer course accomplishments which in turn predicted, and served as a mediator to educational attainment.  Implications are discussed.

Magnifying glass iconView more details...

Eyeball icon
Sy, S. R., Gottfried, A. W., Gottfried, A. E. (2013). A transactional model of parental involvement and children's achievement from early childhood through adolescence.  Parenting: Science and Practice. 13, 133-152.

Abstract

Objective. The transactional relations between two types of parental home involvement, academic instruction and academic socialization, and children's reading achievement from early childhood through adolescence were examined in a longitudinal study. Academic instruction involves one-on-one interactions between parent and child that target the development of specific academic skills, and academic socialization involves parents' promotion of academic values, beliefs, and expectations. Design. The sample was based on an ongoing long-term longitudinal study, and included 122 children (approximately equal in gender) and their families. This study included data collected from ages 3 to 17 years, employing a variety of direct and indirect assessments Results. Findings showed that the two types of parental home involvement are distinct, related, and highly stable from early childhood through adolescence and both types of parental home involvement show transactional relationships with children's reading achievement over time. Conclusion.  This study contributes to the literature by elucidating the stability of parental academic instruction and socialization as well as their transactional relationships with children’s achievement within a single integrated model from early childhood through adolescence.

Magnifying glass iconView more details...

Eyeball icon
Gottfried, A. E., & Gottfried, A. W. (2009). Development of gifted motivation:    Longitudinal research and applications.  In L. Shavinina (Ed.), International   Handbook of Giftedness and Talent. Part 1, (pp. 617-631). Springer Science+Business Media.
Eyeball icon
Gottfried, A et al. (2011). Paths from gifted motivation to leadership. In S. E. Murphy & R. J. Reichard (Eds.). Early Development and Leadership: Building the Next Generation of Leaders (pp. 71-91). New York: Psychology Press/Routledge.

Abstract

The research reported in this chapter indicates the strong positive role of students’ gifted academic intrinsic motivation with regard to undertaking leadership positions in high school extracurricular activities. Pathways from gifted motivation to leadership are discussed, as well as implications for developing student academic intrinsic motivation are advanced.

Magnifying glass iconView more details...

Eyeball icon
Gottfried, A. E. (2015, in press). Intrinsic Motivation and Goals.  Invited chapter in H.   Friedman and R. Riggio (Eds.), Enclopedia of Mental Health, 2nd Edition. San Diego, CA: Elsevier.
Eyeball icon
Outstanding Faculty Award, CSUN
Eyeball icon
2011 Social Responsibility Award from the Western Psychological Association

Abstract

Dr. Gottfried's research has had an extensive impact on social policies relating to the well-being of children and their families in two areas. With regard to the role of maternal and dual-earner employment and children's development, "The findings from her studies served as a basis for a landmark Supreme Court ruling which prohibits the judiciary from using a parents' employment in a child custody determination." With regard to her research on academic intrinsic motivation and children's academic success, the scale she developed, the Children's Academic Intrinsic Motivation Inventory, "has been translated into numerous languages so as to be used internationally. It is used by school districts and state education programs to assess children who have difficulties in learning as well as to assess mtivation among gifted students." "Very few developmental psychologists have had such an enormous impact on practical applications of research in the schools."

Magnifying glass iconView more details...

Eyeball icon
Hudley, C. and Gottfried, A. E. (Eds.), (2008). Academic motivation and the culture of school in childhood and adolescence. NY: Oxford Press.

Abstract

The chapters in this book examne motivation with students of various ethnicities, languages, ages, achievement levels, and social classes, and attend to academic motivation in these different contexts. Goal of the book is to create a more comprehensive and integrated perspective on the multiple dimensions of school culture in the United States.

Magnifying glass iconView more details...