Andrew J Martin
TitleCited byYear
Interpersonal relationships, motivation, engagement, and achievement: Yields for theory, current issues, and educational practice
AJ Martin, M Dowson
Review of educational research 79 (1), 327-365, 2009
9712009
Academic self‐concept and academic achievement: Relations and causal ordering
HW Marsh, AJ Martin
British Journal of Educational Psychology 81 (1), 59-77, 2011
6482011
Academic resilience and its psychological and educational correlates: A construct validity approach
AJ Martin, HW Marsh
Psychology in the Schools 43 (3), 267-281, 2006
5752006
Examining a multidimensional model of student motivation and engagement using a construct validation approach
AJ Martin
British Journal of Educational Psychology 77 (2), 413-440, 2007
4942007
Academic buoyancy: Towards an understanding of students' everyday academic resilience
AJ Martin, HW Marsh
Journal of school psychology 46 (1), 53-83, 2008
4002008
Self-handicapping and defensive pessimism: Exploring a model of predictors and outcomes from a self-protection perspective.
AJ Martin, HW Marsh, RL Debus
Journal of Educational Psychology 93 (1), 87, 2001
3292001
Long and short measures of flow: The construct validity of the FSS-2, DFS-2, and new brief counterparts
SA Jackson, AJ Martin, RC Eklund
Journal of Sport and Exercise Psychology 30 (5), 561-587, 2008
3192008
Academic motivation, self-concept, engagement, and performance in high school: Key processes from a longitudinal perspective
J Green, GAD Liem, AJ Martin, S Colmar, HW Marsh, D McInerney
Journal of adolescence 35 (5), 1111-1122, 2012
2752012
Enhancing student motivation and engagement: The effects of a multidimensional intervention
AJ Martin
Contemporary educational psychology 33 (2), 239-269, 2008
2712008
Academic resilience and academic buoyancy: Multidimensional and hierarchical conceptual framing of causes, correlates and cognate constructs
AJ Martin, HW Marsh
Oxford Review of Education 35 (3), 353-370, 2009
2622009
Motivation and engagement across the academic life span: A developmental construct validity study of elementary school, high school, and university/college students
AJ Martin
Educational and psychological measurement 69 (5), 794-824, 2009
2612009
Motivation and academic resilience: Developing a model for student enhancement
A Martin
Australian journal of education 46 (1), 34-49, 2002
2562002
Fear of failure: Friend or foe?
AJ Martin, HW Marsh
Australian Psychologist 38 (1), 31-38, 2003
2432003
Self-handicapping, defensive pessimism, and goal orientation: A qualitative study of university students.
AJ Martin, HW Marsh, A Williamson, RL Debus
Journal of Educational Psychology 95 (3), 617, 2003
2332003
School motivation of boys and girls: Differences of degree, differences of kind, or both?
AJ Martin
Australian Journal of psychology 56 (3), 133-146, 2004
2172004
The Student Motivation Scale: A tool for measuring and enhancing motivation
AJ Martin
Journal of Psychologists and Counsellors in Schools 11, 1-20, 2001
2172001
A multilevel perspective on gender in classroom motivation and climate: Potential benefits of male teachers for boys?
HW Marsh, AJ Martin, JHS Cheng
Journal of Educational Psychology 100 (1), 78, 2008
2042008
Self-handicapping and defensive pessimism: A model of self-protection from a longitudinal perspective
AJ Martin, HW Marsh, RL Debus
Contemporary Educational Psychology 28 (1), 1-36, 2003
2002003
Brief approaches to assessing task absorption and enhanced subjective experience: Examining ‘short’and ‘core’flow in diverse performance domains
AJ Martin, SA Jackson
Motivation and Emotion 32 (3), 141-157, 2008
1982008
Teachers’ workplace well-being: Exploring a process model of goal orientation, coping behavior, engagement, and burnout
PD Parker, AJ Martin, S Colmar, GA Liem
Teaching and Teacher Education 28 (4), 503-513, 2012
1972012
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Articles 1–20