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Michael D. Eisner College of Education

College of Education

Personnel Directory

Adele Eskeles Gottfried

Adele Eskeles Gottfried
Education:Ph.D., Educational/Developmental Psychology, Graduate School of the City University of New York, 1975.
Professor
Department of Educational Psychology and Counseling
Office:ED 3130
Phone:818 677 2032
Email:adele.gottfried@csun.edu

Research

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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.

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Tan, S. J., Gottfried, A. E., & Gottfried, A. W. (2013, August). Adolescents’ Attitudes Towards Traditional Family Roles and Work/Family Balance. Presentation at American Psychological Association Convention. Honolulu, Hawaii.

Abstract

The present study examined the network of relationships involving adolescents' attitudes toward work/family, gender roles, and parental employment and involvement. The sample, derived from a longitudinal study using data collected at age 16, varied in SES, ethnicity, and was approximately equal in gender. Results revealed that when parents had less traditional gender and family role orientations and spent more time with their adolescents, the adolescents tended to have less traditional and more positive work/family balance attitudes.

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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.

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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.

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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.

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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.

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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."

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