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Emma C. Burns
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Adaptability, personal best (PB) goals setting, and gains in students’ academic outcomes: A longitudinal examination from a social cognitive perspective
EC Burns, AJ Martin, RJ Collie
Contemporary Educational Psychology 53, 57-72, 2018
1252018
ADHD, personal and interpersonal agency, and achievement: Exploring links from a social cognitive theory perspective
AJ Martin, EC Burns, RJ Collie
Contemporary Educational Psychology 50, 13-22, 2017
692017
Understanding the role of personal best (PB) goal setting in students’ declining engagement: A latent growth model.
EC Burns, AJ Martin, RJ Collie
Journal of Educational Psychology 111 (4), 557, 2019
602019
ADHD and adaptability: The roles of cognitive, behavioural, and emotional regulation
E Burns, AJ Martin
Journal of Psychologists and Counsellors in Schools 24 (2), 227-242, 2014
452014
Adaptability among science teachers in schools: A multi-nation examination of its role in school outcomes
RJ Collie, H Granziera, AJ Martin, EC Burns, AJ Holliman
Teaching and Teacher Education 95, 103148, 2020
432020
Optimizing science self-efficacy: A multilevel examination of the moderating effects of anxiety on the relationship between self-efficacy and achievement in science
EC Burns, AJ Martin, RK Kennett, J Pearson, V Munro-Smith
Contemporary Educational Psychology 64, 101937, 2021
382021
Academic buoyancy, resilience, and adaptability in students with ADHD
AJ Martin, EC Burns
The ADHD Report 22 (6), 1-9, 2014
362014
Examining the yields of growth feedback from science teachers and students' intrinsic valuing of science: Implications for student‐and school‐level science achievement
EC Burns, AJ Martin, RJ Collie
Journal of Research in Science Teaching 56 (8), 1060-1082, 2019
322019
The role of engagement in immigrant students’ academic resilience
AJ Martin, EC Burns, RJ Collie, M Cutmore, S MacLeod, V Donlevy
Learning and Instruction 82, 101650, 2022
312022
Load reduction instruction in science and students’ science engagement and science achievement.
AJ Martin, P Ginns, EC Burns, R Kennett, J Pearson
Journal of Educational Psychology 113 (6), 1126, 2021
312021
Understanding girls’ disengagement: Identifying patterns and the role of teacher and peer support using latent growth modeling
EC Burns, KCP Bostwick, RJ Collie, AJ Martin
Journal of Youth and Adolescence 48, 979-995, 2019
31*2019
A future time perspective of secondary school students' academic engagement and disengagement: A longitudinal investigation
EC Burns, AJ Martin, RJ Collie
Journal of School Psychology 84, 109-123, 2021
302021
Growth goals and growth mindset from a methodological-synergistic perspective: lessons learned from a quantitative correlational research program
AJ Martin, RJ Collie, TL Durksen, EC Burns, KCP Bostwick, AL Tarbetsky
International Journal of Research & Method in Education 42 (2), 204-219, 2019
302019
Personal Best (PB) goal-setting enhances arithmetical problem-solving
P Ginns, AJ Martin, TL Durksen, EC Burns, A Pope
The Australian Educational Researcher 45 (4), 533-551, 2018
292018
Factors that support high school completion: A longitudinal examination of quality teacher-student relationships and intentions to graduate
EC Burns
Journal of Adolescence 84, 180-189, 2020
272020
Understanding the role of adaptability and personal best (PB) goals in students’ academic outcomes: A social cognitive perspective
EC Burns, AJ Martin, RJ Collie
BJEP Monograph Series II 12, 111-143, 2017
252017
Growth goal setting in high school: A large-scale study of perceived instructional support, personal background attributes, and engagement outcomes.
AJ Martin, EC Burns, RJ Collie, KCP Bostwick, A Flesken, I McCarthy
Journal of Educational Psychology 114 (4), 752, 2022
232022
The role of teacher feedback–feedforward and personal best goal setting in students’ mathematics achievement: A goal setting theory perspective
EC Burns, AJ Martin, PA Evans
Educational Psychology 41 (7), 825-843, 2021
182021
Academic buoyancy in high school: A cross-lagged multilevel modeling approach exploring reciprocal effects with perceived school support, motivation, and engagement.
KCP Bostwick, AJ Martin, RJ Collie, EC Burns, N Hare, S Cox, A Flesken, ...
Journal of Educational Psychology 114 (8), 1931, 2022
162022
Boarding and day school students: A large-scale multilevel investigation of academic outcomes among students and classrooms
AJ Martin, EC Burns, R Kennett, J Pearson, V Munro-Smith
Frontiers in Psychology 11, 608949, 2021
162021
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Articles 1–20