Scientia Professor Andrew Martin

Scientia Professor and Professor of Educational Psychology
BA(Hons) MEd(Hons) PhD
School of Education

Contact

+61 2 9385 1952
+61 2 9385 1946
Room 136, Goodsell Building
Kensington Campus

Consultation

By appointment
Fields: Educational Psychology
Tags: Learner and Learning

Andrew Martin, BA (Hons), MEd (Hons), PhD, is Scientia Professor, Professor of Educational Psychology, and Co-Chair of the Educational Psychology Research Group in the School of Education at the University of New South Wales, Australia specializing in motivation, engagement, achievement, and quantitative research methods. He is also Honorary Research Fellow in the Department of Education at the University of Oxford, Honorary Professor in the School of Education and Social Work at the University of Sydney, Fellow of the American Psychological Association, Fellow of the American Educational Research Association, Fellow of the Academy of the Social Sciences in Australia, and President of the International Association of Applied Psychology’s Division 5 Educational and School Psychology.

Research

Andrew Martin, BA (Hons), MEd (Hons), PhD, is Scientia Professor, Professor of Educational Psychology, and Co-Chair of the Educational Psychology Research Group in the School of Education at the University of New South Wales, Australia specializing in motivation, engagement, achievement, and quantitative research methods. He is also Honorary Research Fellow in the Department of Education at the University of Oxford, Honorary Professor in the Faculty of Education and Social Work at the University of Sydney, Fellow of the American Psychological Association, Fellow of the American Educational Research Association, Fellow of the Academy of the Social Sciences in Australia, and President of the International Association of Applied Psychology’s Division 5 Educational and School Psychology.

 

Andrew is a Registered Psychologist (Psychology Board of Australia) recognized for psychological and educational research in achievement motivation and for the quantitative methods he brings to the study of applied phenomena. Although the bulk of his research focuses on motivation, engagement, and achievement, Andrew is also published in important cognate areas such as Aboriginal/Indigenous education, gifted and talented, academic resilience and academic buoyancy, adaptability, personal bests, pedagogy, parenting, and teacher-student relationships. Andrew’s research also bridges other disciplines through assessing motivation and engagement in sport, music, and work.

 

Based on sole and first authorships, Andrew placed 1st in the most recent International Rankings of the Most Published Educational Psychologists (Source: Table 2, Greenbaum et al., Educational Psychology Review, 2016; and 8th in absolute output, Table 1). He has written over 250 peer reviewed journal articles, chapters, and papers in published conference proceedings, 3 books for parents and teachers (published in 5 languages), 1 Monograph for the British Psychological Society, 12 commissioned government reports, and over 70 publications for professional and lay audiences (e.g., teachers, parents, psychologists, counsellors). Andrew has delivered over 200 invited/keynote presentations and in the past 10 years his work has been featured in over 250 radio, television, newspaper, newsletter, and web outlets.

 

Andrew has won 15 Australian Research Council (ARC; 12 grants) and National Health and Medical Research Council (NHMRC; 3 grants) grants as well as international funding (e.g., European Commission, US Spencer Foundation) and 15 government and non-government research tenders. In total, he has secured over $6 million in nationally and internationally competitive grants, government tenders, and corporate/commercial funds.

 

He is Associate Editor of British Journal of Educational Psychology, Associate Editor of School Psychology International, Consulting Editor for Educational Psychology, on numerous international and national Editorial Boards (Journal of Educational Psychology; Educational Psychologist; Contemporary Educational Psychology; Learning and Individual Differences; Educational and Developmental Psychologist; Journal of Psychologists and Counsellors in Schools), and Guest Edits numerous journal Special Issues (e.g., in Contemporary Educational Psychology, British Journal of Educational Psychology, Educational Psychology). He also assesses for numerous national and international funding agencies and research councils (e.g., ARC, NHMRC, UK Economic and Social Research Council, Social Sciences and Humanities Research Council of Canada, Hong Kong Research Grants Council, Dutch Council for Educational Research, Czech Science Foundation).

 

In 2016, Andrew was elected Fellow of the American Psychological Association. In that same year he was elected Fellow of the Academy of the Social Sciences in Australia. In 2013, he was elected Fellow of the American Educational Research Association. Prior to that, in 2008 Andrew received the American Educational Research Association (AERA) Raymond B. Cattell Early Career Award, “To recognize a scholar who has conducted a distinguished program of cumulative educational research in any field of educational inquiry within the first decade following receipt of their doctoral degree” (AERA, 2008). Before that, Andrew was listed in The Bulletin magazine’s ‘SMART 100 Australians’ (2003) and one of only three academics judged to be in the Top 10 in the field of Education in Australia. His PhD was judged the Most Outstanding Doctoral Dissertation in Educational Psychology by Division 15 of the American Psychological Association and also judged the Most Outstanding PhD in Education in Australia by the Australian Association for Research in Education.

Publications

    Books

    Book Chapters

    • Collie R;Martin AJ;Frydenberg E, 2017, 'Social and emotional learning: A brief overview and issues relevant to Australia and the Asia-Pacific', in Social and emotional learning in Australia and the Asia-Pacific, Springer, New York
    • Martin AJ, 2016, 'Musical prodigies and motivation', in McPherson G (ed.), Musical prodigies: Interpretations from psychology, music education, musicology and ethnomusicology, Oxford University Press, Oxford, pp. 320 - 337
    • Martin AJ;Bostwick K;Collie RJ;Tarbetsky A, 2016, 'Implicit Theories of Intelligence', in Zeigler-Hill V; Shackelford T (ed.), Encyclopedia of Personality and Individual Differences, Springer, New York, pp. 1 - 7, http://dx.doi.org/10.1007/978-3-319-28099-8_980-1
    • Martin AJ;Collie R, 2016, 'The role of teacher-student relationships in unlocking students’ academic potential: Exploring motivation, engagement, resilience, adaptability, goals, and instruction', in Wentzel KR; Ramani GB (ed.), Handbook of Social Influences in School Contexts Social-Emotional, Motivation, and Cognitive Outcomes, Routledge, New York, pp. 158 - 177
    • Martin AJ, 2016, 'Grade Retention: Assessing its Role in Students’ Academic and Personal Wellbeing Outcomes', in Levesque RJR (ed.), Encyclopedia of Adolescence, Springer, New York, pp. 1 - 7, http://dx.doi.org/10.1007/978-3-319-32132-5_175-2
    • Mansour M;Martin AJ;Anderson M, 2016, 'The project's research methods: Addressing gaps in previous arts research', in Fleming J; Gibson R; Anderson M (ed.), How Arts Education Makes a Difference: Research Examining Successful Classroom Practice and Pedagogy, Routledge, Oxford, pp. 51 - 69, http://dx.doi.org/10.4324/9781315727943
    • Liem GA D;Martin AJ;Gibson R, 2016, 'Technology-mediated arts engagement: Theoretical views, empirical bases and applied implications', in Fleming J; Gibson R; Anderson M (ed.), How Arts Education Makes a Difference: Research Examining Successful Classroom Practice and Pedagogy, Routledge, Oxford, pp. 205 - 223, http://dx.doi.org/10.4324/9781315727943
    • Mansour M;Martin AJ;Liem GA D, 2016, 'School, home and community arts participation and students' outcomes: Quantitative findings', in Fleming J; Gibson R; Anderson M (ed.), How Arts Education Makes a Difference: Research Examining Successful Classroom Practice and Pedagogy, Routledge, Routledge Oxford, pp. 87 - 105, http://dx.doi.org/10.4324/9781315727943
    • Liem GA D;Martin AJ;Gibson R, 2015, 'Technology-mediated arts engagement: Theoretical views, empirical bases and applied implications', in How Arts Education Makes a Difference: Research Examining Successful Classroom Practice and Pedagogy, pp. 205 - 223, http://dx.doi.org/10.4324/9781315727943
    • Mansour M;Martin AJ;Liem GA D, 2015, 'School, home and community arts participation and students' outcomes: Quantitative findings', in How Arts Education Makes a Difference: Research Examining Successful Classroom Practice and Pedagogy, pp. 87 - 105, http://dx.doi.org/10.4324/9781315727943
    • Mansour M;Martin AJ;Anderson M, 2015, 'The project's research methods: Addressing gaps in previous arts research', in How Arts Education Makes a Difference: Research Examining Successful Classroom Practice and Pedagogy, pp. 51 - 69, http://dx.doi.org/10.4324/9781315727943
    • Martin AJ;Collie RJ;Evans P, 2015, 'Motivation and engagement in music: Theory, research, practice, and future directions', in How Arts Education Makes a Difference: Research Examining Successful Classroom Practice and Pedagogy, pp. 169 - 185, http://dx.doi.org/10.4324/9781315727943
    • Collie RJ;Martin AJ, 2015, 'Teachers' psychological needs, motivation, and autonomy-support: Impacts on students' growth goals and achievement outcomes', in Goal Setting and Personal Development: Teachers' Perspectives, Behavioral Strategies and Impact on Performance, pp. 1 - 14
    • Munday C;Anderson M;Gibson R;Martin AJ, 2015, 'Drama in schools: Agency, community and the classroom', in Freebody K; Finneran M (ed.), Drama and Social Justice: Theory, research and practice in international contexts, Routledge, London, pp. 75 - 88, http://dx.doi.org/10.4324/9781315755977
    • Walker R;Anderson M;Martin AJ;Gibson R, 2015, 'Constructing identity and motivation in the drama classroom: A sociocultural approach', in Davis S; Ferholt B; Clemson HG; Jansson S-M; Marjanovic-Shane A (ed.), Dramatic interactions in education: Vygotskian and sociocultural approaches to drama, education and research, Bloomsbury Publishing, London, pp. 115 - 131, http://www.bloomsbury.com/au/dramatic-interactions-in-education-9781472576910/
    • Martin AJ, 2015, 'Teaching academically at-risk students in middle school: The roles of explicit instruction and guided discovery learning', in Groundwater-Smith S; Mockler N (ed.), Big fish, little fish: Teaching and learning in the middle years, Cambridge University Press, Cambridge, UK, pp. 29 - 43, http://www.cambridge.org/au/academic/subjects/education/education-history-theory/big-fish-little-fish-teaching-and-learning-middle-years#contentsTabAnchor
    • Martin AJ, 2015, 'Are these testing times, or is it a time to test? Considering the place of tests in students’ academic development', in Proctor H; Brownlee P; Freebody P (ed.), Controversies in education: Orthodoxy and heresy in policy and practice, edn. Policy Implications of Research in Education, Springer, Dordrecht, pp. 55 - 62, http://dx.doi.org/10.1007/978-3-319-08759-7
    • Martin AJ, 2014, 'Interpersonal relationships and students’ academic and non-academic development: What outcomes peers, parents, and teachers do and do not impact', in Zandvliet D; den Brok P; Mainhard T; Tartwijk J (ed.), Interpersonal relationships in education: From theory to practice, Sense Publishers, Rotterdam, pp. 9 - 24, https://www.sensepublishers.com/catalogs/bookseries/advances-in-learning-environments-research/interpersonal-relationships-in-education-5/
    • Martin AJ, 2014, 'Student motivation and engagement: Strategies for parents and educators', in Street H; Porter N (ed.), Better than OK: Helping young people to flourish at school and beyond, Fremantle Press, Perth, pp. 41 - 50, http://www.fremantlepress.com.au/books/currentaffairs_culture_social_history/1409?keywords=better%20than%20OK&x=11&y=11
    • Martin AJ, 2014, 'Personal best goals and student growth', in Street H; Porter N (ed.), Better than OK: Helping young people to flourish at school and beyond, edn. 1st, Fremantle Press, Perth, pp. 19 - 23, http://www.fremantlepress.com.au/
    • Martin AJ, 2014, 'Multidimensional motivation and engagement: The Motivation and Engagement Wheel', in McInerney DM (ed.), Educational Psychology: Constructing Learning, Pearson, Sydney, pp. 240 - 244, http://www.pearson.com.au/products/M-N-McInerney-Dennis/Educational-Psychology-Constructing-Learning/9781442562851?R=9781442562851
    • Martin AJ, 2014, 'Academic buoyancy and adaptability: How to help students deal with adversity and change', in Street H; Porter N (ed.), Better than OK: Helping young people to flourish at school and beyond, Fremantle Press, Perth, pp. 51 - 55, http://www.fremantlepress.com.au/books/newreleases/1409
    • Parker P;Martin AJ;Dicke T, 2014, 'Occupational well-being and motivation of those in the helping professions', in Michalos AC (ed.), Encyclopedia of Quality of Life and Well-Being Research, Springer Verlag, New York, pp. 4461 - 4464, http://dx.doi.org/10.1007/978-94-007-0753-5_4219
    • Martin AJ;Nejad H;Colmar S;Liem GA D, 2014, 'From measurement to modeling: A case study of the development and implementation of the Adaptability Scale', in Flett B (ed.), Sage Research Methods Cases, Sage, London, http://dx.doi.org/10.4135/978144627305013520918
    • Liem GA D;Martin AJ, 2013, 'Latent variable modeling in educational psychology: Insights from a motivation and engagement research program', in Application of Structural Equation Modeling in Educational Research and Practice, pp. 187 - 216, http://dx.doi.org/10.1007/978-94-6209-332-4
    • Marsh HW;Craven RG;Martin AJ, 2013, 'What is the nature of self-esteem? Unidimensional and multidimensional perspectives', in Self-Esteem Issues and Answers: A Sourcebook of Current Perspectives, pp. 16 - 24, http://dx.doi.org/10.4324/9780203759745
    • Thakker R;Whyte M;Eisman J;Igarashi T, 2013, 'Preface', in Genetics of Bone Biology and Skeletal Disease, http://dx.doi.org/10.1016/B978-0-12-387829-8.00040-8
    • Munns G;Martin AJ, 2013, 'Me, my classroom, my school: A mixed-methods study of the meE Framework of motivation, engagement, and academic development', in Liem GAD; Bernardo A (ed.), Advancing cross-cultural perspectives on educational psychology, Information Age Publishing, Charlotte, NC
    • Martin AJ;Ginns P;Papworth B;Nejad H, 2013, 'Aboriginal/Indigenous students in high school: Understanding their motivation, engagement, academic buoyancy, and achievement', in Liem GAD; Bernardo A (ed.), Advancing cross-cultural perspectives on educational psychology, Information Age Publishing, Charlotte, NC
    • Martin AJ, 2013, 'The Personal Proficiency Network: Key self-system factors and processes to optimize academic development', in McInerney DM; Marsh HW; Craven RG (ed.), Theory driving research: New wave perspectives on self-processes and human development, Information Age Pub Incorporated, Charlotte, NC
    • Martin AJ, 2013, 'Motivation to learn', in Holliman A (ed.), The Routledge International Companion to Educational Psychology, Taylor & Francis, London
    • Martin AJ, 2013, 'Male involvement in young children’s lives: Roles and relevance to academic and non-academic outcomes in the Australian context', in Pattnaik J (ed.), Father Involvement in Young Children's Lives, Springer Verlag, New York
    • Martin AJ, 2013, 'Television and academic achievement', in Hattie J; Anderman EM (ed.), International Guide to Student Achievement, Routledge, Oxford
    • Martin AJ, 2013, 'Goal setting, personal best (PB) goals, and academic achievement', in Hattie J; Anderman EM (ed.), International Guide to Student Achievement, Routledge, Oxford
    • Martin AJ, 2013, 'Goal orientation and academic achievement', in Hattie J; Anderman EM (ed.), International Guide to Student Achievement, Routledge, Oxford
    • Martin AJ, 2013, 'Family-school partnerships and academic achievement', in Hattie J; Anderman EM (ed.), International Guide to Student Achievement, Routledge, Oxford
    • Martin AJ, 2013, 'A unified approach to motivation and engagement: The Motivation and Engagement Wheel – ‘Extension Study’ section.', in McInerney DM (ed.), Educational Psychology: Constructing Learning, edn. 6th, Pearson, Sydney
    • Liem GA D;Martin AJ, 2013, 'Direct instruction and academic achievement', in Hattie J; Anderman EM (ed.), International Guide to Student Achievement, Routledge, Oxford
    • Middleton C;Martin AJ;Marsh HW, 2012, 'Development and validation of the Mental Toughness Inventory (MTI): A construct validation approach', in Gucciardi D; Gordon S (ed.), Mental Toughness in Sport: Developments in research and theory, Taylor & Francis, London
    • Martin AJ, 2012, 'Resilience and learning', in Seel NM (ed.), Encyclopedia of the Sciences of Learning, Springer, New York
    • Martin AJ, 2012, 'Preparation, perseverance, and performance in music: Views from a program of educational psychology research', in McPherson G; Welch G (ed.), The Oxford Handbook of Music Education, Oxford University Press, Oxford
    • Martin AJ, 2012, 'Motivation enhancement', in Seel NM (ed.), Encyclopedia of the Sciences of Learning, Springer, New York
    • Martin AJ, 2012, 'Motivation and engagement: Conceptual, operational and empirical clarity. Section Commentary in S. Christenson', in Christenson SL; Reschly AL; Wylie C (ed.), Handbook of Research on Student Engagement, Springer, New York
    • Martin AJ, 2012, 'Grade retention: Effects on academic and non-academic development', in Levesque RJR (ed.), Encyclopedia of Adolescence, Springer, New York
    • Martin AJ, 2012, 'Fear of failure in learning', in Seel NM (ed.), Encyclopedia of the Sciences of Learning, Springer, New York
    • Martin AJ, 2012, 'Enhancing motivation', in Barletta J; Bond J (ed.), The home therapist: A psychological first aid manual, Australian Academic Press, Sydney
    • Martin AJ, 2012, 'Attention Deficit Hyperactivity Disorder (ADHD), perceived competence, and self-worth: Evidence and implications for students and practitioners', in Handbook on Children with Special Health Care Needs, Springer, New York
    • Martin AJ, 2012, 'Adaptability and learning', in Seel NM (ed.), Encyclopedia of the Sciences of Learning, Springer, New York
    • Ginns P;Liem GA D;Martin AJ, 2011, 'The role of personality in learning processes and learning outcomes in applied settings', in Personality and Individual Differences: Theory, Assessment, and Application, pp. 93 - 102
    • Martin AJ;Green J;Colmar S;Liem GA D;Marsh HW, 2011, 'Quantitative modelling of correlational and multilevel data in educational research: A construct validity approach to exploring and testing theory', in Markauskaite L; Freebody P; Irwin J (ed.), Methodological choices and research designs for educational and social change: Linking scholarship, policy and practice, Springer, Dordrecht
    • Marsh HW;Xu K;Martin AJ, 2011, 'Self-concept: A synergy of theory, method, and application', in Harris KR; Graham S; Urdan T (ed.), APA Educational Psychology Handbook 3v, American Psychological Association (APA), Washington
    • Bobis J;Anderson J;Martin AJ;Way J, 2011, 'A model for mathematics instruction to enhance student motivation and engagement', in Brahier DJ (ed.), Motivation and Disposition: Pathways to learning mathematics, Wiley-Blackwell; National Council of Teachers of Mathematics (NCTM), Reston, VA
    • Martin AJ, 2010, 'Multidimensional motivation and engagement: The Motivation and Engagement Wheel – ‘Extension Study’ section.', in McInerney DM; McInerney V (ed.), Educational Psychology: Constructing Learning, edn. 5th, Pearson, Sydney, http://www.pearson.com.au/9781442515192
    • Marsh HW;Cheng J;Martin AJ, 2008, 'Advances in Motivation and Achievement', in Maehr M; Urdan T; Karabenick S (ed.), Advances in Motivation and Achievement, Elsevier, New York
    • Martin AJ;Marsh HW;Hau KT, 2006, 'A multiple method perspective on self-concept research in educational psychology: A construct validity approach', in Diener E (ed.), Handbook of multimethod measurement in psychology, Amer Psychological Assn, Washington DC
    • Martin AJ;Marsh HW;Williamson A;Debus RL, 2005, 'Fear of failure in students’ academic lives: Exploring the roles of self-handicapping and defensive pessimism from longitudinal, multidimensional, and qualitative perspectives', in Marsh HW; Craven RG; McInerney DM (ed.), International Advances in Self Research, Information Age Publishing, Greenwich, CT
    • Martin AJ, 2005, 'The Student Motivation and Engagement Wheel – ‘Researcher in Profile’ section', in McInerney DM; McInerney V (ed.), Educational Psychology: Constructing Learning, edn. 4th, Prentice-Hall, Sydney
    • Crewther S;Altson KA;Crewther D;Kiely P, 2003, 'Attention deficit hyper-activity disorder (ADHD) children', in AUSTRALIAN JOURNAL OF PSYCHOLOGY, AUSTRALIAN PSYCHOLOGICAL SOC, pp. 15 - 15, http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000186983200054&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=891bb5ab6ba270e68a
    • Marsh HW;Martin AJ;Debus RL, 2001, 'Individual differences in verbal and math self-perceptions: One factor, two factors, or does it depend on the construct?', in Riding R; Rayner S (ed.), International Perspectives on Individual Differences, Greenwood Publishing, London
    • Watson K;Martin AJ, 1996, 'The role of attitude in intercultural understanding: An assessment of secondary students’ freehand maps', in Baumgart NL (ed.), Changing the Landscape, Pacific Circle Consortium for Education, Sydney
    • Fry G;Martin AJ, 1993, 'Factors contributing to identification and incidence of stress during the school practicum as reported by supervising teachers', in Teacher Educators' Annual Handbook, QUT Press, QLD

    Journal articles

    • Bostwick KC P;Collie RJ;Martin AJ;Durksen TL, 2017, 'Students' growth mindsets, goals, and academic outcomes in mathematics', Zeitschrift fur Psychologie / Journal of Psychology, vol. 225, pp. 107 - 116, http://dx.doi.org/10.1027/2151-2604/a000287
    • Li H;Martin AJ;Yeung WJ J, 2017, 'Academic risk and resilience for children and young people in Asia', Educational Psychology, vol. 37, pp. 921 - 929, http://dx.doi.org/10.1080/01443410.2017.1331973
    • Durksen TL;Martin AJ;Burns EC;Ginns P;Williamson D;Kiss J, 2017, 'Conducting Research in a Medical Science Museum: Lessons Learned from Collaboration Between Researchers and Museum Educators', Journal of Museum Education, vol. 42, pp. 273 - 283, http://dx.doi.org/10.1080/10598650.2017.1339171
    • Durksen TL;Way J;Bobis J;Anderson J;Skilling K;Martin AJ, 2017, 'Motivation and engagement in mathematics: a qualitative framework for teacher-student interactions', Mathematics Education Research Journal, vol. 29, pp. 163 - 181, http://dx.doi.org/10.1007/s13394-017-0199-1
    • Martin TG;Martin AJ;Evans P, 2017, 'Student engagement in the Caribbean region: Exploring its role in the motivation and achievement of Jamaican middle school students', School Psychology International, vol. 38, pp. 184 - 200, http://dx.doi.org/10.1177/0143034316683765
    • Collie RJ;Martin AJ, 2017, 'Students’ adaptability in mathematics: Examining self-reports and teachers’ reports and links with engagement and achievement outcomes', Contemporary Educational Psychology, vol. 49, pp. 355 - 366, http://dx.doi.org/10.1016/j.cedpsych.2017.04.001
    • Martin AJ;Ginns P;Papworth B, 2017, 'Motivation and engagement: Same or different? Does it matter?', Learning and Individual Differences, vol. 55, pp. 150 - 162, http://dx.doi.org/10.1016/j.lindif.2017.03.013
    • Collie RJ;Martin AJ, 2017, 'Teachers' sense of adaptability: Examining links with perceived autonomy support, teachers' psychological functioning, and students' numeracy achievement', Learning and Individual Differences, vol. 55, pp. 29 - 39, http://dx.doi.org/10.1016/j.lindif.2017.03.003
    • Collie RJ;Martin AJ, 2017, 'Adaptive and maladaptive work-related motivation among teachers: A person-centered examination and links with well-being', Teaching and Teacher Education, vol. 64, pp. 199 - 210, http://dx.doi.org/10.1016/j.tate.2017.02.010
    • Collie RJ;Ginns P;Martin AJ;Papworth B, 2017, 'Academic buoyancy mediates academic anxiety’s effects on learning strategies: an investigation of English- and Chinese-speaking Australian students', Educational Psychology, vol. 37, pp. 947 - 964, http://dx.doi.org/10.1080/01443410.2017.1291910
    • Martin AJ, 2017, 'Math memorization: Comment on Boaler and Zoido', Scientific American (Mind), vol. 28, pp. 5 - 5
    • Newton KJ;Sperling RA;Martin AJ, 2017, 'Learning disabilities, attention-deficit hyperactivity disorder, and executive functioning: Contributions from educational psychology in progressing theory, measurement, and practice', Contemporary Educational Psychology, vol. 50, pp. 1 - 3, http://dx.doi.org/10.1016/j.cedpsych.2016.12.003
    • Martin AJ;Burns EC;Collie RJ, 2017, 'ADHD, personal and interpersonal agency, and achievement: Exploring links from a social cognitive theory perspective', Contemporary Educational Psychology, vol. 50, pp. 13 - 22, http://dx.doi.org/10.1016/j.cedpsych.2016.12.001
    • Martin AJ;Steinbeck K, 2017, 'The role of puberty in students' academic motivation and achievement', Learning and Individual Differences, vol. 53, pp. 37 - 46, http://dx.doi.org/10.1016/j.lindif.2016.11.003
    • Collie RJ;Martin AJ;Bottrell D;Armstrong D;Ungar M;Liebenberg L, 2017, 'Social support, academic adversity and academic buoyancy: a person-centred analysis and implications for academic outcomes', Educational Psychology, vol. 37, pp. 550 - 564, http://dx.doi.org/10.1080/01443410.2015.1127330
    • Bobis J;Way J;Anderson J;Martin AJ, 2016, 'Challenging teacher beliefs about student engagement in mathematics', Journal of Mathematics Teacher Education, vol. 19, pp. 33 - 55, http://dx.doi.org/10.1007/s10857-015-9300-4
    • Martin AJ;Papworth B;Ginns P;Malmberg LE, 2016, 'Motivation, Engagement, and Social Climate: An International Study of Boarding Schools', Journal of Educational Psychology, vol. 108, pp. 772 - 787, http://dx.doi.org/10.1037/edu0000086
    • Martin AJ;Durksen TL;Williamson D;Kiss J;Ginns P, 2016, 'The role of a museum-based science education program in promoting content knowledge and science motivation', Journal of Research in Science Teaching, vol. 53, pp. 1364 - 1384, http://dx.doi.org/10.1002/tea.21332
    • Tarbetsky AL;Collie RJ;Martin AJ, 2016, 'The role of implicit theories of intelligence and ability in predicting achievement for Indigenous (Aboriginal) Australian students', Contemporary Educational Psychology, http://dx.doi.org/10.1016/j.cedpsych.2016.01.002
    • Mansour M;Martin AJ;Anderson M;Gibson R;Liem GA D;Sudmalis D, 2016, 'Student, home, and school socio-demographic factors: links to school, home, and community arts participation', Australian Educational Researcher, vol. 43, pp. 221 - 244, http://dx.doi.org/10.1007/s13384-015-0199-7
    • Mansour M;Martin AJ;Anderson M;Gibson R;Liem GA D;Sudmalis D, 2016, 'Young People's Creative and Performing Arts Participation and Arts Self-concept: A Longitudinal Study of Reciprocal Effects', The Journal of Creative Behavior, http://dx.doi.org/10.1002/jocb.146
    • Martin AJ, 2016, 'Positive Education in Asia and Beyond', Asia-Pacific Education Researcher, vol. 25, pp. 493 - 498, http://dx.doi.org/10.1007/s40299-016-0291-4
    • Collie RJ;Holliman AJ;Martin AJ, 2016, 'Adaptability, engagement and academic achievement at university', Educational Psychology, pp. 1 - 16, http://dx.doi.org/10.1080/01443410.2016.1231296
    • Skilling K;Bobis J;Martin AJ;Anderson J;Way J, 2016, 'What secondary teachers think and do about student engagement in mathematics', Mathematics Education Research Journal, http://dx.doi.org/10.1007/s13394-016-0179-x
    • Martin AJ;Martin TG;Evans P, 2016, 'Motivation and Engagement in Jamaica: Testing a Multidimensional Framework Among Students in an Emerging Regional Context', Journal of Psychoeducational Assessment, http://dx.doi.org/10.1177/0734282916674424
    • Martin AJ;Elliot AJ, 2016, 'The role of personal best (PB) and dichotomous achievement goals in students’ academic motivation and engagement: a longitudinal investigation', Educational Psychology, vol. 36, pp. 1282 - 1299, http://dx.doi.org/10.1080/01443410.2015.1093606
    • Fleming J;Gibson R;Anderson M;Martin AJ;Sudmalis D, 2016, 'Cultivating imaginative thinking: teacher strategies used in high-performing arts education classrooms', Cambridge Journal of Education, vol. 46, pp. 435 - 453, http://dx.doi.org/10.1080/0305764X.2015.1064097
    • Collie RJ;Martin AJ, 2016, 'Adaptability: An Important Capacity for Effective Teachers', Educational Practice and Theory, vol. 38, pp. 27 - 39, http://dx.doi.org/10.7459/ept/38.1.03
    • Bentley JP;Roberts CL;Bowen JR;Martin AJ;Morris JM;Nassar N, 2016, 'Planned Birth Before 39 Weeks and Child Development: A Population-Based Study', PEDIATRICS, http://dx.doi.org/10.1542/peds.2016-2002
    • Martin AJ;Yu K;Ginns P;Papworth B, 2016, 'Young people’s academic buoyancy and adaptability: a cross-cultural comparison of China with North America and the United Kingdom', Educational Psychology, pp. 1 - 17, http://dx.doi.org/10.1080/01443410.2016.1202904
    • Martin AJ;Elliot AJ, 2016, 'The role of personal best (PB) goal setting in students' academic achievement gains', Learning and Individual Differences, vol. 45, pp. 222 - 227, http://dx.doi.org/10.1016/j.lindif.2015.12.014
    • Collie RJ;Martin AJ;Papworth B;Ginns P, 2016, 'Students' interpersonal relationships, personal best (PB) goals, and academic engagement', Learning and Individual Differences, vol. 45, pp. 65 - 76, http://dx.doi.org/10.1016/j.lindif.2015.12.002
    • Collie RJ;Martin AJ;Curwood JS, 2016, 'Multidimensional motivation and engagement for writing: construct validation with a sample of boys', Educational Psychology, vol. 36, pp. 771 - 791, http://dx.doi.org/10.1080/01443410.2015.1093607
    • Martin AJ, 2015, 'Motivating the gifted and talented: Lessons from research and practice', Australasian Journal of Gifted Education, vol. 24, pp. 52 - 60
    • Martin AJ, 2015, 'Growth approaches to academic development: Research into academic trajectories and growth assessment, goals, and mindsets', British Journal of Educational Psychology, vol. 85, pp. 133 - 137, http://dx.doi.org/10.1111/bjep.12071
    • Collie RJ;Shapka JD;Perry NE;Martin AJ, 2015, 'Teacher Well-Being: Exploring Its Components and a Practice-Oriented Scale', Journal of Psychoeducational Assessment, vol. 33, pp. 744 - 756, http://dx.doi.org/10.1177/0734282915587990
    • Collie RJ;Martin AJ;Malmberg LE;Hall J;Ginns P, 2015, 'Academic buoyancy, student's achievement, and the linking role of control: A cross-lagged analysis of high school students', British Journal of Educational Psychology, vol. 85, pp. 113 - 130, http://dx.doi.org/10.1111/bjep.12066
    • Martin AJ;Bottrell D;Armstrong D;Mansour M;Ungar M;Liebenberg L;Collie RJ, 2015, 'The role of resilience in assisting the educational connectedness of at-risk youth: A study of service users and non-users', International Journal of Educational Research, vol. 74, pp. 1 - 12, http://dx.doi.org/10.1016/j.ijer.2015.09.004
    • Liu M;Calvo RA;Pardo A;Martin A, 2015, 'Measuring and visualizing students' behavioral engagement in writing activities', IEEE Transactions on Learning Technologies, vol. 8, pp. 215 - 224, http://dx.doi.org/10.1109/TLT.2014.2378786
    • Collie RJ;Shapka JD;Perry NE;Martin AJ, 2015, 'Teachers' beliefs about social-emotional learning: Identifying teacher profiles and their relations with job stress and satisfaction', Learning and Instruction, vol. 39, pp. 148 - 157, http://dx.doi.org/10.1016/j.learninstruc.2015.06.002
    • Martin AJ, 2015, 'Implicit theories about intelligence and growth (personal best) goals: Exploring reciprocal relationships', British Journal of Educational Psychology, vol. 85, pp. 207 - 223, http://dx.doi.org/10.1111/bjep.12038
    • Martin AJ;Yu K;Papworth B;Ginns P;Collie RJ, 2015, 'Motivation and Engagement in the United States, Canada, United Kingdom, Australia, and China: Testing a Multi-Dimensional Framework', Journal of Psychoeducational Assessment, vol. 33, pp. 103 - 114, http://dx.doi.org/10.1177/0734282914546287
    • Martin AJ;Nejad H;Colmar S;Liem GA D;Collie RJ, 2015, 'The role of adaptability in promoting control and reducing failure dynamics: A mediation model', Learning and Individual Differences, vol. 38, pp. 36 - 43, http://dx.doi.org/10.1016/j.lindif.2015.02.004
    • Liem GA D;Martin AJ, 2015, 'Young people's responses to environmental issues: Exploring the roles of adaptability and personality', Personality and Individual Differences, vol. 79, pp. 91 - 97, http://dx.doi.org/10.1016/j.paid.2015.02.003
    • Martin AJ;Papworth B;Ginns P;Malmberg LE;Collie RJ;Calvo RA, 2015, 'Real-time motivation and engagement during a month at school: Every moment of every day for every student matters', Learning and Individual Differences, vol. 38, pp. 26 - 35, http://dx.doi.org/10.1016/j.lindif.2015.01.014
    • Martin AJ;Way J;Bobis J;Anderson J, 2015, 'Exploring the Ups and Downs of Mathematics Engagement in the Middle Years of School', Journal of Early Adolescence, vol. 35, pp. 199 - 244, http://dx.doi.org/10.1177/0272431614529365
    • Martin AJ, 2014, 'Academic buoyancy and academic outcomes: Towards a further understanding of students with attention-deficit/hyperactivity disorder (ADHD), students without ADHD, and academic buoyancy itself', BRITISH JOURNAL OF EDUCATIONAL PSYCHOLOGY, vol. 84, pp. 86 - 107, http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000331386800005&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=891bb5ab6ba270e68a
    • Ginns P;Martin AJ;Papworth B, 2014, 'Student Learning Theory goes (back) to (high) school', Instructional Science, vol. 42, pp. 485 - 504, http://dx.doi.org/10.1007/s11251-013-9291-4
    • Martin AJ, 2014, 'The role of ADHD in academic adversity: Disentangling ADHD effects from other personal and contextual factors', School Psychology Quarterly, vol. 29, pp. 395 - 408, http://dx.doi.org/10.1037/spq0000069
    • Liem GA D;Martin AJ;Anderson M;Gibson R;Sudmalis D, 2014, 'The role of arts-related information and communication technology use in problem solving and achievement: Findings from the programme for international student assessment.', Journal of Educational Psychology, vol. 106, pp. 348 - 363, http://dx.doi.org/10.1037/a0034398
    • Burns E;Martin AJ, 2014, 'ADHD and adaptability: The roles of cognitive, behavioural, and emotional regulation', Australian Journal of Guidance and Counselling, vol. 24, pp. 227 - 242, http://dx.doi.org/10.1017/jgc.2014.17
    • Martin AJ;Durksen TL;Williamson D;Kiss J;Ginns P, 2014, 'Personal Best (PB) goal setting and students' motivation in science: A study of science valuing and aspirations', Australian Educational and Developmental Psychologist, vol. 31, pp. 85 - 96, http://dx.doi.org/10.1017/edp.2014.19
    • Ginns P;Martin AJ;Liem GA D;Papworth B, 2014, 'Structural and concurrent validity of the International English Mini-Markers in an adolescent sample: Exploring analytic approaches and implications for personality assessment', Journal of Research in Personality, vol. 53, pp. 182 - 192, http://dx.doi.org/10.1016/j.jrp.2014.10.001
    • Martin AJ;Papworth B;Ginns P;Liem GA D, 2014, 'Boarding School, Academic Motivation and Engagement, and Psychological Well-Being: A Large-Scale Investigation', American Educational Research Journal, vol. 51, pp. 1007 - 1049, http://dx.doi.org/10.3102/0002831214532164
    • Martin AJ;Burns EC, 2014, 'Academic buoyancy, resilience, and adaptability in students with ADHD', The ADHD Report, vol. 22, pp. 1 - 9, http://dx.doi.org/10.1521/adhd.2014.22.6.1
    • Martin AJ;Yu K;Hau K-T, 2014, 'Motivation and engagement in the ‘Asian Century’: a comparison of Chinese students in Australia, Hong Kong, and Mainland China', Educational Psychology, pp. 1 - 23, http://dx.doi.org/10.1080/01443410.2013.814199
    • Ginns P;Martin AJ;Papworth B, 2014, 'Student Learning Theory goes (back) to (high) school', Instructional Science, vol. 42, pp. 485 - 504, http://dx.doi.org/10.1007/s11251-013-9291-4
    • Yu K;Martin AJ, 2014, 'Personal best (PB) and 'classic' achievement goals in the Chinese context: their role in predicting academic motivation, engagement and buoyancy', Educational Psychology, http://dx.doi.org/10.1080/01443410.2014.895297
    • Martin AJ, 2014, 'Academic buoyancy and academic outcomes: Towards a further understanding of students with attention-deficit/hyperactivity disorder (ADHD), students without ADHD, and academic buoyancy itself', British Journal of Educational Psychology, vol. 84, pp. 86 - 107, http://dx.doi.org/10.1111/bjep.12007
    • Malmberg LE;Woolgar C;Martin AJ, 2013, 'Quality of measurement of the learning experience questionnaire for personal digital assistants', International Journal of Quantitative Research in Education, vol. 1, pp. 275 - 275, http://dx.doi.org/10.1504/IJQRE.2013.057689
    • Malmberg LE;Hall J;Martin AJ, 2013, 'Academic buoyancy in secondary school: Exploring patterns of convergence in English, mathematics, science, and physical education', Learning and Individual Differences, vol. 23, pp. 262 - 266, http://dx.doi.org/10.1016/j.lindif.2012.07.014
    • Liem GA D;Marsh HW;Martin AJ;McInerney DM;Yeung AS, 2013, 'The Big-Fish-Little-Pond Effect and a National Policy of Within-School Ability Streaming: Alternative Frames of Reference', American Educational Research Journal, vol. 50, pp. 326 - 370, http://dx.doi.org/10.3102/0002831212464511
    • Martin AJ, 2013, 'Improving the achievement, motivation, and engagement of students with ADHD: The role of personal best goals and other growth-based approaches', Australian Journal of Guidance and Counselling, vol. 23, pp. 143 - 155, http://dx.doi.org/10.1017/jgc.2013.4
    • Martin AJ;Nejad HG;Colmar S;Liem GA D, 2013, 'Adaptability: How students' responses to uncertainty and novelty predict their academic and non-academic outcomes', Journal of Educational Psychology, vol. 105, pp. 728 - 746, http://dx.doi.org/10.1037/a0032794
    • Martin AJ;Mansour M;Anderson M;Gibson R;Liem GA D;Sudmalis D, 2013, 'The role of arts participation in students' academic and nonacademic outcomes: A longitudinal study of school, home, and community factors', Journal of Educational Psychology, vol. 105, pp. 709 - 727, http://dx.doi.org/10.1037/a0032795
    • Martin AJ;Wilson R;Arief GD L;Ginns P, 2013, 'Academic momentum at university/college: Exploring the roles of prior learning, life experience, and ongoing performance in academic achievement across time', Journal of Higher Education, vol. 84, pp. 640 - 674, http://dx.doi.org/10.1353/jhe.2013.0029
    • Martin AJ;Ginns P;Brackett MA;Malmberg LE;Hall J, 2013, 'Academic buoyancy and psychological risk: Exploring reciprocal relationships', Learning and Individual Differences, vol. 27, pp. 128 - 133, http://dx.doi.org/10.1016/j.lindif.2013.06.006
    • Martin AJ, 2013, 'Academic buoyancy and academic resilience: Exploring 'everyday' and 'classic' resilience in the face of academic adversity', School Psychology International, vol. 34, pp. 488 - 500, http://dx.doi.org/10.1177/0143034312472759
    • Martin AJ;Ginns P;Papworth B;Nejad H, 2013, 'The role of academic buoyancy in aboriginal/indigenous students' educational intentions: Sowing the early seeds of success for post-school education and training', Diversity in Higher Education, vol. 14, pp. 57 - 79, http://dx.doi.org/10.1108/S1479-3644(2013)0000014003
    • Ginns P;Martin AJ;Marsh HW, 2013, 'Designing Instructional Text in a Conversational Style: A Meta-analysis', Educational Psychology Review, vol. 25, pp. 445 - 472, http://dx.doi.org/10.1007/s10648-013-9228-0
    • Malmberg LE;Walls TA;Martin AJ;Little TD;Lim WH T, 2013, 'Primary school students' learning experiences of, and self-beliefs about competence, effort, and difficulty: Random effects models', Learning and Individual Differences, vol. 28, pp. 54 - 65, http://dx.doi.org/10.1016/j.lindif.2013.09.007
    • Martin A, 2012, 'Winning and losing: What do they mean and how do they shape our lives and society?', Australian Review of Public Affairs
    • Martin AJ;Anderson J;Bobis J;Way J;Vellar R, 2012, 'Switching on and switching off in mathematics: An ecological study of future intent and disengagement among middle school students', Journal of Educational Psychology, vol. 104, pp. 1 - 18, http://dx.doi.org/10.1037/a0025988
    • Liem GA D;Martin AJ, 2012, 'The motivation and engagement scale: Theoretical framework, psychometric properties, and applied yields', Australian Psychologist, vol. 47, pp. 3 - 13, http://dx.doi.org/10.1111/j.1742-9544.2011.00049.x
    • Liem GA D;Martin AJ;Porter AL;Colmar S, 2012, 'Sociocultural antecedents of academic motivation and achievement: Role of values and achievement motives in achievement goals and academic performance', Asian Journal of Social Psychology, vol. 15, pp. 1 - 13, http://dx.doi.org/10.1111/j.1467-839X.2011.01351.x
    • Martin AJ, 2012, 'The role of personal best (PB) goals in the achievement and behavioral engagement of students with ADHD and students without ADHD', Contemporary Educational Psychology, vol. 37, pp. 91 - 105, http://dx.doi.org/10.1016/j.cedpsych.2012.01.002
    • Parker PD;Martin AJ;Colmar S;Liem GA, 2012, 'Teachers' workplace well-being: Exploring a process model of goal orientation, coping behavior, engagement, and burnout', Teaching and Teacher Education, vol. 28, pp. 503 - 513, http://dx.doi.org/10.1016/j.tate.2012.01.001
    • Liem GA D;Ginns P;Martin AJ;Stone B;Herrett M, 2012, 'Personal best goals and academic and social functioning: A longitudinal perspective', Learning and Instruction, vol. 22, pp. 222 - 230, http://dx.doi.org/10.1016/j.learninstruc.2011.11.003
    • Martin AJ;Nejad H;Colmar S;Liem GA D, 2012, 'Adaptability: Conceptual and empirical perspectives on responses to change, novelty and uncertainty', Australian Journal of Guidance and Counselling, vol. 22, pp. 58 - 81, http://dx.doi.org/10.1017/jgc.2012.8
    • Martinez CJ;Martin AJ;Liem GA D;Colmar S, 2012, 'A longitudinal analysis of physical and psychological wellbeing amongst late adolescents: Exploring the transition from school to postschool life', Australian Educational and Developmental Psychologist, vol. 29, pp. 17 - 43, http://dx.doi.org/10.1017/edp.2012.1
    • Martin AJ;Anderson M;Adams RJ, 2012, 'What Determines Young People's Engagement with Performing Arts Events?', Leisure Sciences, vol. 34, pp. 314 - 331, http://dx.doi.org/10.1080/01490400.2012.687631
    • Steinbeck K;Hazell P;Cumming RG;Skinner SR;Ivers R;Booy R;Fulcher G;Handelsman DJ;Martin AJ;Morgan G;Starling J;Bauman A;Rawsthorne ML;Bennett DL;Chow CM;Lam MK;Kelly P;Brown NJ;Paxton K;Hawke C, 2012, 'The study design and methodology for the ARCHER study - adolescent rural cohort study of hormones, health, education, environments and relationships', BMC Pediatrics, vol. 12, http://dx.doi.org/10.1186/1471-2431-12-143
    • Green J;Liem GA D;Martin AJ;Colmar S;Marsh HW;McInerney D, 2012, 'Academic motivation, self-concept, engagement, and performance in high school: Key processes from a longitudinal perspective', Journal of Adolescence, vol. 35, pp. 1111 - 1122, http://dx.doi.org/10.1016/j.adolescence.2012.02.016
    • Martin AJ;Liem GA D;Mok MM C;Xu J, 2012, 'Problem solving and immigrant student mathematics and science achievement: Multination findings from the programme for international student assessment (PISA)', Journal of Educational Psychology, vol. 104, pp. 1054 - 1073, http://dx.doi.org/10.1037/a0029152
    • Martin AJ, 2011, 'Personal Best (PB) Approaches to Academic Development: Implications for Motivation and Assessment', Educational Practice and Theory, vol. 33, pp. 93 - 99, http://dx.doi.org/10.7459/ept/33.1.06
    • Liem GA D;Martin AJ;Nair E;Bernardo AB I;Prasetya PH, 2011, 'Content and structure of values in middle adolescence: Evidence from Singapore, the Philippines, Indonesia, and Australia', Journal of Cross-Cultural Psychology, vol. 42, pp. 146 - 154, http://dx.doi.org/10.1177/0022022110383309
    • Marsh HW;Martin AJ, 2011, 'Academic self-concept and academic achievement: Relations and causal ordering', British Journal of Educational Psychology, vol. 81, pp. 59 - 77, http://dx.doi.org/10.1348/000709910X503501
    • Martin AJ;Bobis J;Anderson J;Way J;Vellar R, 2011, 'Patterns of multilevel variance in psycho-educational phenomena: Comparing motivation, engagement, climate, teaching, and achievement factors', Zeitschrift fur Padagogische Psychologie, vol. 25, pp. 49 - 61, http://dx.doi.org/10.1024/1010-0652/a000029
    • Martin AJ, 2011, 'Courage in the Classroom: Exploring a New Framework Predicting Academic Performance and Engagement', School Psychology Quarterly, vol. 26, pp. 145 - 160, http://dx.doi.org/10.1037/a0023020
    • Liem GA D;Martin AJ, 2011, 'Peer relationships and adolescents' academic and non-academic outcomes: Same-sex and opposite-sex peer effects and the mediating role of school engagement', British Journal of Educational Psychology, vol. 81, pp. 183 - 206, http://dx.doi.org/10.1111/j.2044-8279.2010.02013.x
    • Martin AJ, 2011, 'Prescriptive Statements and Educational Practice: What Can Structural Equation Modeling (SEM) Offer?', Educational Psychology Review, vol. 23, pp. 235 - 244, http://dx.doi.org/10.1007/s10648-011-9160-0
    • Marsh HW;Ginns P;Morin AJ S;Nagengast B;Martin AJ, 2011, 'Use of student ratings to benchmark universities: Multilevel modeling of responses to the Australian course experience questionnaire (CEQ)', Journal of Educational Psychology, vol. 103, pp. 733 - 748, http://dx.doi.org/10.1037/a0024221
    • Marsh HW;Liem GA D;Martin AJ;Morin AJ S;Nagengast B, 2011, 'Methodological measurement fruitfulness of exploratory structural equation modeling (ESEM): New approaches to key substantive issues in motivation and engagement', Journal of Psychoeducational Assessment, vol. 29, pp. 322 - 346, http://dx.doi.org/10.1177/0734282911406657
    • Parker PD;Martin AJ, 2011, 'Clergy Motivation and Occupational Well-being: Exploring a Quadripolar Model and Its Role in Predicting Burnout and Engagement', Journal of Religion and Health, vol. 50, pp. 656 - 674, http://dx.doi.org/10.1007/s10943-009-9303-5
    • Martin AJ, 2011, 'Holding back and holding behind: Grade retention and students' non-academic and academic outcomes', British Educational Research Journal, vol. 37, pp. 739 - 763, http://dx.doi.org/10.1080/01411926.2010.490874
    • Marsh HW;Liem GA D;Martin AJ;Nagengast B;Morin AJ S, 2011, 'Erratum to: Methodological Measurement Fruitfulness of Exploratory Structural Equation Modeling (ESEM): New Approaches to Key Substantive Issues in Motivation and Engagement (Journal of Psychoeducatio', Journal of Psychoeducational Assessment, vol. 29, pp. 497, http://dx.doi.org/10.1177/0734282911423093
    • Li H;Martin AJ;Armstrong D;Walker R, 2011, 'Risk, protection, and resilience in Chinese adolescents: A psycho-social study', Asian Journal of Social Psychology, vol. 14, pp. 269 - 282, http://dx.doi.org/10.1111/j.1467-839X.2011.01356.x
    • Martin AJ;Marsh HW;Cheng JH S;Ginns P, 2010, 'Fathers and Male Teachers: Effects on Boys Academic and Non-Academic Development', Childhood Education, vol. 86, pp. 404 - 408, http://dx.doi.org/10.1080/00094056.2010.10523178
    • Martin AJ, 2010, 'Physical activity motivation in the year following high school: Assessing stability and appropriate analytical approaches', Psychology of Sport and Exercise, vol. 11, pp. 107 - 113, http://dx.doi.org/10.1016/j.psychsport.2009.09.001
    • Martin AJ;Liem GA D, 2010, 'Academic personal bests (PBs), engagement, and achievement: A cross-lagged panel analysis', Learning and Individual Differences, vol. 20, pp. 265 - 270, http://dx.doi.org/10.1016/j.lindif.2010.01.001
    • Parker PD;Martin AJ;Martinez C;Marsh HW;Jackson SA, 2010, 'Stages of change in physical activity: A validation study in late adolescence', Health Education and Behavior, vol. 37, pp. 318 - 329, http://dx.doi.org/10.1177/1090198109333281
    • Parker PD;Martin AJ;Martinez C;Marsh HW;Jackson S, 2010, 'Longitudinal approaches to stages of change measurement: Effects on cognitive and behavioral physical activity factors', Measurement and Evaluation in Counseling and Development, vol. 43, pp. 108 - 120, http://dx.doi.org/10.1177/0748175610374582
    • Martin AJ;Hau KT, 2010, 'Achievement motivation among Chinese and Australian school students: Assessing differences of kind and differences of degree', International Journal of Testing, vol. 10, pp. 274 - 294, http://dx.doi.org/10.1080/15305058.2010.482220
    • Marsh HW;Martin AJ;Jackson S, 2010, 'Introducing a short version of the physical self description questionnaire: New strategies, short-form evaluative criteria, and applications of factor analyses', Journal of Sport and Exercise Psychology, vol. 32, pp. 438 - 482
    • Martin AJ, 2010, 'Should Students Have a Gap Year? Motivation and Performance Factors Relevant to Time Out After Completing School', Journal of Educational Psychology, vol. 102, pp. 561 - 576, http://dx.doi.org/10.1037/a0019321
    • Martin AJ;Colmar SH;Davey LA;Marsh HW, 2010, 'Longitudinal modelling of academic buoyancy and motivation: Do the '5Cs' hold up over time?', British Journal of Educational Psychology, vol. 80, pp. 473 - 496, http://dx.doi.org/10.1348/000709910X486376
    • Martin AJ, 2010, 'Physical activity motivation in late adolescence: Refinement of a recent multidimensional model', Research Quarterly for Exercise and Sport, vol. 81, pp. 278 - 289, http://dx.doi.org/10.1080/02701367.2010.10599676
    • Martin AJ;LIEM GA D;Coffey L;Martinez C;Parker PP;Marsh HW;Jackson SA, 2010, 'What happens to physical activity behavior, motivation, self-concept, and flow after completing school? a longitudinal study', Journal of Applied Sport Psychology, vol. 22, pp. 437 - 457, http://dx.doi.org/10.1080/10413200.2010.495699
    • Martin AJ;Malmberg LE;Liem GA D, 2010, 'Multilevel motivation and engagement: Assessing construct validity across students and schools', Educational and Psychological Measurement, vol. 70, pp. 973 - 989, http://dx.doi.org/10.1177/0013164410378089
    • Liem GA D;Martin AJ;Nair E;Bernardo AB I;Prasetya PH, 2009, 'Cultural Factors Relevant to Secondary School Students in Australia, Singapore, the Philippines and Indonesia: Relative Differences and Congruencies', AUSTRALIAN JOURNAL OF GUIDANCE AND COUNSELLING, vol. 19, pp. 161 - 178, http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000275733200007&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=891bb5ab6ba270e68a
    • Mansour M;Martin AJ, 2009, 'Home, Parents, and Achievement Motivation: A Study of Key Home and Parental Factors that Predict Student Motivation and Engagement', Australian Educational and Developmental Psychologist, vol. 26, pp. 111 - 126, http://dx.doi.org/10.1375/aedp.26.2.111
    • Martin A;Marsh HW;McInerney DM;Green J, 2009, 'Young people's interpersonal relationships and academic and non-academic outcomes: The relative salience of teachers, parents, same-sex peers, and opposite-sex peers', Teachers College Record, http://www.tcrecord.org/
    • Martin AJ, 2009, 'Motivation and engagement in the workplace: Examining a multidimensional framework and instrument from a measurement and evaluation perspective', Measurement and Evaluation in Counseling and Development, vol. 41, pp. 223 - 243
    • Parker PD;Martin AJ, 2009, 'Coping and buoyancy in the workplace: Understanding their effects on teachers' work-related well-being and engagement', Teaching and Teacher Education, vol. 25, pp. 68 - 75, http://dx.doi.org/10.1016/j.tate.2008.06.009
    • Martin AJ, 2009, 'Age Appropriateness and Motivation, Engagement, and Performance in High School: Effects of Age Within Cohort, Grade Retention, and Delayed School Entry', Journal of Educational Psychology, vol. 101, pp. 101 - 114, http://dx.doi.org/10.1037/a0013100
    • Martin AJ;Dowson M, 2009, 'Interpersonal relationships, motivation, engagement, and achievement: Yields for theory, current issues, and educational practice', Review of Educational Research, vol. 79, pp. 327 - 365, http://dx.doi.org/10.3102/0034654308325583
    • Martin AJ;Marsh HW, 2009, 'Academic resilience and academic buoyancy: Multidimensional and hierarchical conceptual framing of causes, correlates and cognate constructs', Oxford Review of Education, vol. 35, pp. 353 - 370, http://dx.doi.org/10.1080/03054980902934639
    • Martin AJ, 2009, 'Motivation and engagement across the academic life span: A developmental construct validity study of elementary school, high school, and university/college students', Educational and Psychological Measurement, vol. 69, pp. 794 - 824, http://dx.doi.org/10.1177/0013164409332214
    • Liem GA D;Martin AJ;Nair E;Bernardo AB I;Prasetya PH, 2009, 'Cultural factors relevant to secondary school students in Australia, Singapore, the Philippines and Indonesia: Relative differences and congruencies', Australian Journal of Guidance and Counselling, vol. 19, pp. 161 - 178, http://dx.doi.org/10.1375/ajgc.19.2.161
    • Munns G;Martin A;Craven R, 2008, 'To Free the Spirit? Motivation and Engagement of Indigenous Students', Australian Journal of Indigenous Education, vol. 37, pp. 98 - 107, http://dx.doi.org/10.1017/S1326011100016148
    • Munns G;Martin AJ;Craven R, 2008, 'To free the spirit? Motivation and engagement of Indigenous students', Australian Journal of Indigenous Education, vol. 37, pp. 98 - 107
    • Martin AJ;Marsh HW, 2008, 'Academic buoyancy: Towards an understanding of students' everyday academic resilience', Journal of School Psychology, vol. 46, pp. 53 - 83, http://dx.doi.org/10.1016/j.jsp.2007.01.002
    • Marsh HW;Martin AJ;Cheng JH S, 2008, 'A Multilevel Perspective on Gender in Classroom Motivation and Climate: Potential Benefits of Male Teachers for Boys?', Journal of Educational Psychology, vol. 100, pp. 78 - 95, http://dx.doi.org/10.1037/0022-0663.100.1.78
    • Martin AJ, 2008, 'Motivation and engagement in music and sport: Testing a multidimensional framework in diverse performance settings', Journal of Personality, vol. 76, pp. 135 - 170, http://dx.doi.org/10.1111/j.1467-6494.2007.00482.x
    • Martin AJ, 2008, 'Enhancing student motivation and engagement: The effects of a multidimensional intervention', Contemporary Educational Psychology, vol. 33, pp. 239 - 269, http://dx.doi.org/10.1016/j.cedpsych.2006.11.003
    • Martin AJ;Marsh HW, 2008, 'Workplace and academic buoyancy: Psychometric assessment and construct validity amongst school personnel and students', Journal of Psychoeducational Assessment, vol. 26, pp. 168 - 184, http://dx.doi.org/10.1177/0734282907313767
    • Martin AJ;Marsh HW;Debus RL;Malmberg LE, 2008, 'Performance and mastery orientation of high school and university/college students: A rasch perspective', Educational and Psychological Measurement, vol. 68, pp. 464 - 487, http://dx.doi.org/10.1177/0013164407308478
    • Martin AJ;Jackson SA, 2008, 'Brief approaches to assessing task absorption and enhanced subjective experience: Examining 'short' and 'core' flow in diverse performance domains', Motivation and Emotion, vol. 32, pp. 141 - 157, http://dx.doi.org/10.1007/s11031-008-9094-0
    • Jackson SA;Martin AJ;Eklund RC, 2008, 'Long and short measures of flow: The construct validity of the FSS-2, DFS-2, and new brief counterparts', Journal of Sport and Exercise Psychology, vol. 30, pp. 561 - 587
    • Martin AJ, 2008, 'How domain specific is motivation and engagement across school, sport, and music? A substantive-methodological synergy assessing young sportspeople and musicians', Contemporary Educational Psychology, vol. 33, pp. 785 - 813, http://dx.doi.org/10.1016/j.cedpsych.2008.01.002
    • Martin AJ, 2008, 'Motivation and engagement in diverse performance settings: Testing their generality across school, university/college, work, sport, music, and daily life', Journal of Research in Personality, vol. 42, pp. 1607 - 1612, http://dx.doi.org/10.1016/j.jrp.2008.05.003
    • Parker PD;Martin AJ, 2008, 'Personal capacity building for the human services: The roles of curriculum and individual differences in predicting self-concept in college/university students', Learning and Individual Differences, vol. 18, pp. 486 - 491, http://dx.doi.org/10.1016/j.lindif.2008.01.001
    • Parker PD;Martin AJ;Marsh HW, 2008, 'Factors predicting life satisfaction: A process model of personality, multidimensional self-concept, and life satisfaction', Australian Journal of Guidance and Counselling, vol. 18, pp. 15 - 29, http://dx.doi.org/10.1375/ajgc.18.1.15
    • Martin AJ;Marsh HW;Mcinerney DM;Green J;Dowson M, 2007, 'Getting Along with Teachers and Parents: The Yields of Good Relationships for Students' Achievement Motivation and Self-Esteem', Australian Journal of Guidance and Counselling, vol. 17, pp. 109 - 125, http://dx.doi.org/10.1375/ajgc.17.2.109
    • Martin AJ, 2007, 'Examining a multidimensional model of student motivation and engagement using a construct validation approach', British Journal of Educational Psychology, vol. 77, pp. 413 - 440, http://dx.doi.org/10.1348/000709906X118036
    • Green J;Martin AJ;Marsh HW, 2007, 'Motivation and engagement in English, mathematics and science high school subjects: Towards an understanding of multidimensional domain specificity', Learning and Individual Differences, vol. 17, pp. 269 - 279, http://dx.doi.org/10.1016/j.lindif.2006.12.003
    • Martin AJ, 2006, 'A Motivational Psychology for the Education of Indigenous Australian Students', Australian Journal of Indigenous Education, vol. 35, pp. 30 - 43, http://dx.doi.org/10.1017/S1326011100004142
    • Martin A, 2006, 'The relationship between teachers' perceptions of student motivation and engagement and teachers' enjoyment of and confidence in teaching', Asia-Pacific Journal of Teacher Education, vol. 34, pp. 73 - 93, http://dx.doi.org/10.1080/13598660500480100
    • Dixon R;Craven R;Martin AJ, 2006, 'Underachievement in a whole city cohort of academically gifted children: What does it look like?', Australasian Journal of Gifted Education, vol. 15, pp. 9 - 15
    • Marsh HW;Papaioannou A;Martin AJ;Theodorakis Y, 2006, 'Motivational constructs in Greek physical education classes: Factor structure, gender and age effects in a nationally representative longitudinal sample', International Journal of Sport and Exercise Psychology, vol. 4, pp. 121 - 148, http://dx.doi.org/10.1080/1612197X.2006.9671789
    • Martin AJ;Marsh HW, 2006, 'Academic resilience and its psychological and educational correlates: A construct validity approach', Psychology in the Schools, vol. 43, pp. 267 - 281, http://dx.doi.org/10.1002/pits.20149
    • Martin AJ;Tipler DV;Marsh HW;Richards CE;Williams MR, 2006, 'Assessing multidimensional physical activity motivation: A construct validity study of high school students', Journal of Sport and Exercise Psychology, vol. 28, pp. 171 - 192
    • Martin AJ, 2006, 'Personal bests (PBs): A proposed multidimensional model and empirical analysis', British Journal of Educational Psychology, vol. 76, pp. 803 - 825, http://dx.doi.org/10.1348/000709905X55389
    • Green J;Nelson G;Martin AJ;Marsh H, 2006, 'The causal ordering of self-concept and academic motivation and its effect on academic achievement', International Education Journal, vol. 7, pp. 534 - 546
    • Martin AJ;Linfoot KW;Stephenson J, 2005, 'Problem Behaviour and Associated Risk Factors in Young Children', Australian Journal of Guidance and Counselling, vol. 15, pp. 1 - 16, http://dx.doi.org/10.1375/ajgc.15.1.1
    • Martin A;Marsh H, 2005, 'Motivating boys and motivating girls: Does teacher gender really make a difference?', Australian Journal of Education, vol. 49, pp. 320 - 334
    • Martin AJ, 2005, 'Exploring the effects of a youth enrichment program on academic motivation and engagement', Social Psychology of Education, vol. 8, pp. 179 - 206, http://dx.doi.org/10.1007/s11218-004-6487-0
    • Stephenson J;Martin AJ;Linfoot KW, 2005, 'Promoting positive interactions between mothers and their at-risk young children', Australian Journal of Educational and Developmental Psychology, vol. 5, pp. 128 - 137
    • Middleton SC;Marsh HW;Martin AJ;Richards GE;Savis J;Perry C;Brown R, 2004, 'The psychological performance inventory: Is the mental toughness test tough enough?', International Journal of Sport Psychology, vol. 35, pp. 91 - 108
    • Martin AJ, 2004, 'School motivation of boys and girls: Differences of degree, differences of kind, or both?', Australian Journal of Psychology, vol. 56, pp. 133 - 146, http://dx.doi.org/10.1080/00049530412331283363
    • Martin AJ, 2004, 'The role of positive psychology in enhancing satisfaction, motivation, and productivity in the workplace', Journal of Organizational Behavior Management, vol. 24, pp. 113 - 133, http://dx.doi.org/10.1300/J075v24n01_07
    • Martin AJ, 2004, 'Perplexity and passion: Further consideration of the role of positive psychology in the workplace', Journal of Organizational Behavior Management, vol. 24, pp. 203 - 205, http://dx.doi.org/10.1300/J075v24n01_14
    • Martin AJ, 2003, 'The role of significant others in enhancing the educational outcomes and aspirations of Indigenous/Aboriginal students', Aboriginal Studies Association Journal, vol. 12, pp. 23 - 26
    • Martin AJ, 2003, 'The relationship between parents' enjoyment of parenting and children's school motivation', Australian Journal of Guidance and Counselling, vol. 13, pp. 115 - 132
    • Martin AJ, 2003, 'Enhancing the educational outcomes of boys: Findings from the A.C.T investigation into boys' education', Youth Studies Australia, vol. 22, pp. 27 - 36
    • Martin AJ;Marsh HW;Debus RL, 2003, 'Self-handicapping and defensive pessimism: A model of self-protection from a longitudinal perspective', Contemporary Educational Psychology, vol. 28, pp. 1 - 36, http://dx.doi.org/10.1016/S0361-476X(02)00008-5
    • Martin AJ;Marsh HW, 2003, 'Fear of failure: Friend or foe?', Australian Psychologist, vol. 38, pp. 31 - 38, http://dx.doi.org/10.1080/00050060310001706997
    • Martin AJ, 2003, 'The Student Motivation Scale: Further testing of an instrument that measures school students' motivation', Australian Journal of Education, vol. 47, pp. 88 - 106
    • Martin AJ;Marsh HW;Williamson A;Debus RL, 2003, 'Self-Handicapping, Defensive Pessimism, and Goal Orientation: A Qualitative Study of University Students', Journal of Educational Psychology, vol. 95, pp. 617 - 628, http://dx.doi.org/10.1037/0022-0663.95.3.617
    • Martin AJ, 2003, 'Boys and motivation', Australian Educational Researcher, vol. 30, pp. 43 - 65
    • Martin AJ, 2002, 'The Lethal Cocktail: Low Self-belief, Low Control, and High Fear of Failure', Australian Journal of Guidance and Counselling, vol. 12, pp. 74 - 85, http://dx.doi.org/10.1017/S1037291100004568
    • Marsh HW;Rowe KJ;Martin A, 2002, 'PhD students' evaluations of research supervision: Issues, complexities, and challenges in a nationwide Australian experiment in benchmarking universities', Journal of Higher Education, vol. 73, pp. 313 - 348
    • Martin A, 2002, 'Motivation and academic resilience: Developing a model for student enhancement', Australian Journal of Education, vol. 46, pp. 34 - 49
    • Martin AJ, 2002, 'Motivating the gifted and talented: Lessons from research and practice', Australasian Journal of Gifted Education, vol. 11, pp. 26 - 34
    • Martin AJ;Marsh HW;Debus RL, 2001, 'Self-handicapping and defensive pessimism: Exploring a model of predictors and outcomes from a self-protection perspective', JOURNAL OF EDUCATIONAL PSYCHOLOGY, vol. 93, pp. 87 - 102, http://dx.doi.org/10.1037//002-0663.93.1.87
    • Martin AJ, 2001, 'The Student Motivation Scale: A tool for measuring and enhancing motivation', Australian Journal of Guidance and Counselling, vol. 11, pp. 1 - 20
    • Martin AJ;Marsh HW;Debus RL, 2001, 'Self-handicapping and defensive pessimism: Exploring a model of predictors and outcomes from a self-protection perspective', Journal of Educational Psychology, vol. 93, pp. 87 - 102
    • Martin AJ;Marsh HW;Debus RL, 2001, 'A Quadripolar Need Achievement Representation of Self-Handicapping and Defensive Pessimism', American Educational Research Journal, vol. 38, pp. 583 - 610
    • Martin AJ;Linfoot K;Stephenson J, 2000, 'Exploring the cycle of mother-child relations, maternal confidence, and children's aggression', Australian Journal of Psychology, vol. 52, pp. 34 - 40
    • Stephenson J;Linfoot K;Martin A, 2000, 'How teachers of young children respond to problem Behaviour in the Classroom', Australasian Journal of Special Education, vol. 24, pp. 21 - 31, http://dx.doi.org/10.1080/1030011000240104
    • Stephenson J;Linfoot K;Martin A, 2000, 'Behaviours of Concern to Teachers in the Early Years of School', International Journal of Disability, Development and Education, vol. 47, pp. 225 - 235, http://dx.doi.org/10.1080/713671118
    • Martin AJ;Milne-Home J;Barrett J;Spalding E;Jones G, 2000, 'Graduate Satisfaction with University and Perceived Employment Preparation', Journal of Education and Work, vol. 13, pp. 199 - 213, http://dx.doi.org/10.1080/713676986
    • Martin AJ, 1999, 'Alternative factor structure for the revised self-consciousness scale', Journal of Personality Assessment, vol. 72, pp. 266 - 281, http://dx.doi.org/10.1207/S15327752JP720211
    • Martin AJ, 1999, 'Assessing the multidimensionality of the 12-item General Health Questionnaire', Psychological Reports, vol. 84, pp. 927 - 935
    • Stephenson J;Linfoot K;Martin AJ, 1999, 'Dealing with problem behaviour in young children: Teacher use and preferences for resources and support', Special Education Perspectives, vol. 8, pp. 3 - 15
    • Spiers T;Martin AJ, 1999, 'Depressed mood amongst adolescents: The roles of perceived control and coping style', Australian Journal of Guidance and Counselling, vol. 9, pp. 55 - 76
    • Garvin M;Martin AJ, 1999, 'High school students' part-time employment and its relationship to academic engagement and psychological well-being', Australian Journal of Guidance and Counselling, vol. 9, pp. 1 - 14
    • Martin AJ, 1999, 'Assessing the Multidimensionality of the 12-Item General Health Questionnaire', Psychological Reports, vol. 84, pp. 927 - 935, http://dx.doi.org/10.2466/pr0.1999.84.3.927
    • Linfoot K;Martin AJ;Stephenson J, 1999, 'Preventing Conduct Disorder: A study of parental behaviour management and support needs with children aged 3 to 5 years', International Journal of Disability, Development and Education, vol. 46, pp. 223 - 246, http://dx.doi.org/10.1080/103491299100641
    • Martin AJ;Linfoot K;Stephenson J, 1999, 'How teachers respond to concerns about misbehavior in their classroom', Psychology in the Schools, vol. 36, pp. 347 - 358
    • Martin AJ;Debus RL, 1998, 'Self-reports of mathematics self-concept and educational outcomes: The roles of ego-dimensions and self-consciousness', British Journal of Educational Psychology, vol. 68, pp. 517 - 535
    • Martin AJ;Milne-Home J;Barrett J;Spalding E, 1997, 'Stakeholder perceptions of the institution: To agree or not to agree', Journal of Institutional Research in Australasia, vol. 6, pp. 53 - 67
    • Martin AJ;Smith ID, 1997, 'Television violence: A review, suggested research design and statistical approach', Australian Journal of Social Issues, vol. 32, pp. 407 - 430
    • Everingham S;Bertram S;Flaherty B;Martin AJ, 1995, 'Knowledge of HIV/AIDS issues amongst Vietnamese and Spanish-speakers in Sydney', Health Promotion Journal of Australia, vol. 5, pp. 60 - 61
    • Relich J;Way J;Martin A, 1994, 'Attitudes to teaching mathematics: Further development of a measurement instrument', Mathematics Education Research Journal, vol. 6, pp. 56 - 69, http://dx.doi.org/10.1007/BF03217262

    Reports

    • Martin AJ, 2017, How to maintain the balance between boundaries and freedom in secondary school parenting., The Conversation, The Conversation, https://theconversation.com/how-to-maintain-the-balance-between-boundaries-and-freedom-in-secondary-school-parenting-80388
    • Martin AJ;Steinbeck K, 2017, Puberty and its effects on students’ motivation and achievement, APS, Psychlopaedia, https://psychlopaedia.org/learning-and-development/puberty-affects-school-performance/
    • Durksen T;Martin AJ;Ginns P;Williamson D;Kiss J, 2017, Science education - surviving the zombie apocalypse, ACER, Teacher, https://www.teachermagazine.com.au/article/science-education-surviving-the-zombie-apocalypse
    • Martin AJ, 2017, How to motivate and engage students who are gifted, MENSA Australia, MENSA Australia, Australian MENSA Initiative Series (March), https://www.mensa.org.au/giftedchildren/amii
    • Green J;Martin AJ, 2017, Using personal best (PB) goal-setting and values driven action, ACER, Teacher, https://www.teachermagazine.com.au/article/using-personal-best-goal-setting-and-values-driven-action
    • Martin AJ, 2017, Transition planning for elite sportspeople and other elite performers, The Conversation (February), https://theconversation.com/preparing-elite-athletes-for-transition-to-life-after-sport-should-begin-in-childhood-73453
    • Martin AJ, 2017, How to tell if your child's educational needs are being met at school, The Conversation, The Conversation (January), https://theconversation.com/how-to-tell-if-your-childs-educational-needs-are-being-met-at-school-71265
    • Martin AJ;Papworth B;Ginns P, 2016, Effects of boarding school
    • Martin AJ, 2016, Problems at school: What is the role of ADHD and other factors?, Australian Psychological Society, Psychlopaedia, https://psychlopaedia.org/learning-and-development/problems-at-schoolwhat-is-the-role-of-adhd-and-other-factors/
    • Martin AJ, 2016, Creativity: What do motivation and engagement have to do with it?, EducationHQ, November, http://au.educationhq.com/news/37317/creativity-what-do-motivation-and-engagement-have-to-do-with-it/#
    • Martin AJ;Liem GA D, 2015, The role of adaptability in tackling climate and environmental challenges, Geographical Education, 28, pp. 15-17
    • Martin AJ, 2015, Student motivation and engagement: Does gender matter?, EducationHQ, November, http://au.educationhq.com/news/33282/student-motivation-and-engagement-does-gender-matter/
    • Martin AJ;Durksen T;Williamson D;Kiss J;Ginns P, 2015, Undead science ed: Zombies, museum learning, and students’ science aspirations, Museums Australia Magazine, 23, pp. 30-32
    • Martin AJ, 2015, The Personal Proficiency Network: Helping students achieve to their academic potential, Principal Matters, Winter, pp. 18-21
    • Ginns P;Martin AJ;Marsh H, 2015, Engaging students through a conversational writing style, Teacher, September, http://www.teachermagazine.com.au/article/engaging-students-through-a-conversational-writing-style
    • Fleming J;Gibson R;Martin AJ;Anderson M;Sudmalis D, 2015, The benefits for students of arts participation, Leadership in Focus, 37, pp. 18-19
    • Martin AJ, 2014, What makes a good teacher? Teacher-student relationships., The Conversation, August
    • Martin AJ, 2014, Arts make kids smart, NSW Parents Council Parent News, Term 1, p. 2
    • Martin AJ, 2013, Coping with change: Teaching adaptability will help kids grow, The Conversation, November
    • Martin AJ, 2013, From will to skill: The psychology of motivation, instruction and learning in today’s classroom, InPsych – Bulletin of Australian Psychological Society, December, pp. 10-12
    • Martin AJ, 2013, More to learn about ADHD, Monitor on Psychology (Magazine of American Psychological Association), 44, p. 4
    • Papworth B;Martin AJ;Ginns P;Liem G, 2012, Research into the effects of boarding school: Year 2 (2011) findings, Lights Out, 5, pp. 6-8
    • Papworth B;Martin AJ;Ginns P;Liem G, 2012, Attending boarding school: What’s the difference in academic and non-academic outcomes?, Lights Out, 5, pp. 8-10
    • Martin AJ;Papworth B;Ginns P;Nejad H, 2012, Academic buoyancy, academic resilience, and adaptability: How students deal with difficulty and change, Lights Out, 5, pp. 4-6
    • Martin AJ, 2012, Personal best goals may help at-risk students’ achievement, The College of Educational and Developmental Psychologists Newsletter, September, p. 3
    • Martin AJ, 2012, High school motivation and engagement: Gender and age effects, Educational Resources Information Center Document (ED), ED532692
    • Ginns P;Papworth B;Martin AJ, 2012, Enhancing students' approaches to learning, Lights Out, 5, pp. 12-13
    • Martin AJ, 2011, Playing catch up: Should students repeat a grade at school?, The Conversation, November
    • Martin AJ;Papworth B;Ginns P, 2011, Early findings on the effects of boarding school, Lights Out, 4, pp. 18-19
    • Ginns P;Martin AJ;Papworth B, 2011, Residential education: Key findings presented at an international symposium, Lights Out, 4, pp. 18-19
    • Papworth B;Martin AJ;Ginns P, 2010, Understanding boarding school from residential and experiential perspectives, Lights Out, 3, pp. 10-11
    • Papworth B;Martin AJ;Ginns P, 2010, Preliminary insights and research directions, Lights Out, 3, pp. 18-19
    • Martin AJ;Liem G, 2010, Personal Bests (PBs) at school: How self-competition can work for your child, Parents and Citizens Journal, Term 3, pp. 27-28
    • Martin AJ;Ginns P;Papworth B, 2010, Powerful answers to important educational questions, Lights Out, 3, pp. 12-13
    • Martin AJ, 2010, Motivating and engaging young people in physical activity, Active Education Magazine, 25, pp. 42-44
    • Martin AJ, 2010, Girls, achievement motivation, and the glass ceiling: Implications for personal potential, Alliance (Magazine of Alliance of Girls’ Schools), 45, p. 22
    • Martin AJ, 2010, Effects of age on students’ academic outcomes: Implications for parents’ decision making, Pediatrics for Parents, 26, pp. 16-18
    • Liem G;Martin AJ, 2010, Personal Bests (PBs): A new approach to realising academic potential, Education Review, June, p. 15
    • Ginns P;Martin AJ;Papworth B, 2010, Understanding approaches to learning, Lights Out, 3, pp. 4-5
    • Papworth B;Martin AJ;Ginns P, 2009, Large-scale evidence-based approaches to better understanding boarding school and its effects on academic and non-academic outcomes, Lights Out, 2, pp. 18-19
    • Martin AJ;Ginns P;Papworth B, 2009, How does boarding school affect student outcomes?, Lights Out, 2, pp. 18-19
    • Martin AJ, 2009, Teachers really do make a difference in young people’s lives, Education Views, July
    • Martin AJ, 2009, Strategies to increase your child’s motivation, Parent News, 29, p. 2
    • Ginns P;Martin AJ;Papworth B, 2009, The role of personality in a successful boarding experience, Lights Out, 2, pp. 20-21
    • Martin AJ, 2008, Pulling students back from the brink: The roles of academic resilience and good relationships, SPELD Newsletter (Specific Learning Disabilities Association), 40, pp. 6-8
    • Martin AJ, 2007, Personal bests in school: Lessons from elite sportspeople, Teacher: The National Education Magazine, April, pp. 36-39
    • Martin AJ, 2007, Personal bests (PBs): What can schools learn from elite sportspeople?, Australian Guidance and Counselling Association Newsletter, June, pp. 18-19
    • Martin AJ, 2007, Personal bests (PBs) in the classroom, The New South Wales Education Magazine, Term 1, p. 8
    • Martin AJ, 2007, Pastoral pedagogy: Teaching that makes great music, The New South Wales Education Magazine, Term 2, p. 38
    • Martin AJ, 2007, Learning outside the classroom: The effects of extra-curricular activity, The New South Wales Education Magazine, Term 4, p. 36
    • Martin AJ, 2007, How to motivate and engage gifted and talented students, The New South Wales Education Magazine, Term 3, p. 10
    • Martin AJ, 2006, Pastoral pedagogy: When learning makes beautiful music, Leadership in Focus, 4, pp. 7-9
    • Martin AJ, 2006, Pastoral pedagogy: A great composition comprising the song, the singer, and the singing, Educational Resources Information Center Document (ED), ED490483
    • Martin AJ, 2006, Keys to academic resilience: How to help kids deal with setbacks, challenges and pressures at school, The New South Wales Education Magazine, Term 4, p. 26
    • Martin AJ, 2006, Getting students into the ‘flow’ of learning, The New South Wales Education Magazine, Term 4, p. 22
    • Martin AJ, 2006, Bouncing back, About Catholic Schools, March, p. 12
    • Martin AJ, 2005, Educational resilience: Helping kids deal with setback, challenge, and pressure at school, Australian Guidance and Counselling Association Newsletter, Nov/Dec, pp. 18-23
    • Martin AJ, 2005, Boosting students’ motivation and engagement, The Addvocate (Newsletter of Attention Deficit Disorder Association of Qld), 8, pp. 3-6
    • Martin AJ, 2004, Boosters, mufflers and guzzlers, Independent Education, 33, pp. 19-20
    • Martin AJ, 2003, Boosting boys’ motivation and engagement at school, The New South Wales Education Magazine, Term 4, pp. 8-9
    • Martin AJ, 2003, Raising happy learners, Choosing a School for your Child, 19, pp. 23-25
    • Martin AJ, 2003, Motivating students to learn, InPsych – Bulletin of Australian Psychological Society, June, pp. 32-34
    • Martin AJ, 2003, Motivating children who are gifted and talented, Gifted, October, pp. 5-7
    • Martin AJ, 2003, Increasing your child’s motivation, Parents and Citizens Journal, 54, p. 8
    • Martin AJ, 2003, Flow in learning, Australian Guidance and Counselling Association Newsletter, May, pp. 19-24
    • Martin AJ, 2003, Burning to learn, Principal Matters, 56, pp. 14-16
    • Martin AJ;Tracy D, 2002, Motivating students to learn, Learning Links – Publication of Association for Children with Learning Disabilities, 3, pp. 1-5
    • Martin AJ, 2002, Boosting your child’s motivation, Choosing a School for your Child, 18, pp. 31-34
    • Martin AJ, 2001, Enhancing students’ motivation and academic resilience, Australian Guidance and Counselling Association Newsletter, November, pp. 26-31

    Other

    Working Papers

    Edited Books

    • 2017, Social and emotional learning in Australia and the Asia-Pacific, Springer

Honours and prizes

2017:                   Appointed Scientia Professor, University of New South Wales, Australia

2016:                   Based on sole and first authorships, placed 1st in International Rankings of the Most Published Educational Psychologists (Source: Table 2, Greenbaum et al., Educational Psychology Review, 2016; and 8th in absolute output, Table 1).

2016:                    Fellow, American Psychological Association

2016:                    Fellow, Academy of the Social Sciences in Australia

2016:                    Exemplary Doctoral Supervisor Award – Awarded by Postgraduate Council, University of New South Wales, Australia.

2015-Present:       Co-Chair, Educational Psychology Research Group, School of Education, University of New South Wales, Australia

2014-2018:            President, International Association of Applied Psychology – Division 5 Educational, Instructional, and School Psychology.

2010-2018:            Board Member, International Association of Applied Psychology – Division 5 Educational, Instructional, and School Psychology.

2013-Present:       Honorary Research Fellow, Department of Education, University of Oxford

2013-Present:       Honorary Professor, School of Education and Social Work, University of Sydney

2015:                    Dean’s Award for Research Scholarly Impact, University of New South Wales

2013:                    Fellow, American Educational Research Association (AERA).

2013:                    Adjunct Professor, School of Education, University of New South Wales.

2008-Present:      Associate Editor, British Journal of Educational Psychology (current)

                           Associate Editor, School Psychology International (current)

                           Consulting Editor, Editorial Board, Journal of Educational Psychology (current)

                           Consulting Editor, Educational Psychology (current)

                           Editorial Board, Educational Psychologist (current)

                           Editorial Board, Contemporary Educational Psychology (current)

                           Editorial Board, Learning and Individual Differences (current)

                           Editorial Board, Journal of Psychologists and Counsellors in Schools (current)

                           Editorial Board, Educational and Developmental Psychologist (current)

                           Advisory Board, Routledge/AARE Local/Global Issues in Education Series (current)

                           Guest Editor, Educational Psychology (Special Issue: Educational Resilience in Asia; with Drs Haibin Li and Jean Yeung) (current)

                           Guest Editor, Contemporary Educational Psychology (Special Issue: ADHD, Learning Disability, Executive Function Disorder; with Drs Rayne Sperling and Kristie Newton) (current)

                           Guest Editor, British Journal of Educational Psychology (Special Issue: Academic Growth) (completed)

                           Associate Editor, Journal of Educational Psychology (completed)

                           Editorial Board, American Educational Research Journal (completed)

                           Editorial Board, Educational and Psychological Measurement (completed)           

                           Editorial Advisory Board, Encyclopedia of the Sciences of Learning (Springer) (completed)

                           Section Editor, International Guide to Student Achievement (Routledge) (completed)


2011-2013:            Honorary Senior Research Fellow, Department of Education, University of Oxford

2012:                    Visiting Researcher, Health, Emotion and Behavior Laboratory, Department of Psychology, Yale University

2012:                    Visiting Researcher, Faculty of Education, Beijing Normal University

2011:                    Visiting Senior Research Fellow, Department of Education, University of Oxford

                            Visiting Fellow, St Cross College, University of Oxford

2010-2014:            President Elect, International Association of Applied Psychology – Division 5 Educational, Instructional, and School Psychology.

2010-2014:            Australian Research Council Future Fellowship

2010-2014:            Invited Inaugural Honorary Member, Australian Psychologists and Counsellors in Schools, APAC (NSW)

2010:                    Visiting Professor, Hong Kong Institute of Education

2009:                    Based on International Rankings of the Most Productive Educational Psychologists (2003-2008), Top 25 most published researchers across all peer reviewed journals (Source: Table 2, Jones et al., Contemporary Educational Psychology, 2010)

2009:                    American Educational Research Association (AERA) Raymond B. Cattell Early Career Lecture, Annual Meeting, San Diego, USA

2008:                    American Educational Research Association (AERA) Early Career Award.

2008:                    Invited Visiting Scholar, National Institute of Education, Singapore

2007-2008:            Visiting Senior Research Fellow, Department of Education, University of Oxford

2007-2008:            Visiting Fellow, St Cross College, University of Oxford

2006:                    Invited Member of the College of Educational and Developmental Psychologists, Australian Psychological Society

2003:                    Listed in The Bulletin magazine’s ‘SMART 100 Australians’ (and in the Top 10 in the field of Education)

2003:                    Outstanding Contribution to Rotary Youth Program of Enrichment (RYPEN), Rotary Australia

2001/2002:            Outstanding Educational Psychology PhD by Division 15 of American Psychological Association

1999/2000:            Outstanding Australian PhD in Education by Australian Association for Research in Education

1997:                    Placed on Dean’s List of Scholars for Academic Excellence in Education (University of Sydney)

1996:                    Postgraduate Travel Scholarship from Australian Association for Research in Education

Professional contribution

Current:

Associate Editor, British Journal of Educational Psychology

Associate Editor, School Psychology International

Consulting Editor, Editorial Board, Journal of Educational Psychology

Consulting Editor, Educational Psychology

Editorial Board, Educational Psychologist

Editorial Board, Contemporary Educational Psychology

Editorial Board, Learning and Individual Differences

Editorial Board, Journal of Psychologists and Counsellors in Schools

Editorial Board, Educational and Developmental Psychologist

Advisory Board, Routledge/AARE Local/Global Issues in Education Series

Advisory Committee, International Association of Applied Psychology United Nations White Paper Series

 

Completed:

Associate Editor, Journal of Educational Psychology (completed)

Guest Editor, British Journal of Educational Psychology (Special Issue: Academic Growth) (completed)

Editorial Board, American Educational Research Journal (completed)

Editorial Board, Educational and Psychological Measurement (completed)

Editorial Advisory Board, Encyclopedia of the Sciences of Learning (Springer) (completed)

Section Editor, International Guide to Student Achievement (Routledge) (completed)

Guest Editor, Educational Psychology (Special Issue: Educational Resilience in Asia; with Drs Haibin Li and Jean Yeung) (completed)

Guest Editor, Contemporary Educational Psychology (Special Issue: ADHD, Learning Disability, Executive Function Disorder; with Drs Rayne Sperling and Kristie Newton) (completed)

Affiliations and membership

Fellow, American Psychological Association

Fellow, American Educational Research Association

Fellow, Academy of the Social Sciences in Australia

Registered Psychologist (Psychology Board of Australia)

Member, Australian Psychological Society

(Invited) Member, College of Educational and Developmental Psychologists, Australian Psychological Society

(Invited) Honorary Member, Australian Psychologists and Counsellors in Schools, APAC (NSW)

Member, Educational Psychology Division (Div. 15) of American Psychological Association

Member, British Educational Research Association

Member, European Association for Research on Learning and Instruction (EARLI)

Member, Motivation and Emotion Special Interest Group, EARLI

Affiliate Member, British Psychological Society

Member, Australian Association for Research in Education

Related links

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