Department of Education

Andrew Martin

Honorary Research Fellow

Andrew J. 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, Fellow of the (Australian) College of Educational and Developmental Psychologists, Distinguished Scholar for the NSW Institute of Educational Research, and Immediate Past President of the International Association of Applied Psychology’s Division 5 Educational and School Psychology.

Andrew is a Registered Psychologist (Psychology Board of Australia). He is recognized for psychological and educational research in achievement motivation and for the quantitative methods he brings to the study of applied phenomena. His cutting-edge concepts and resources in student motivation and engagement have extensive national and international reach and impact. 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, ADHD, gifted and talented, academic resilience and academic buoyancy, adaptability, goal setting, pedagogy, and teacher-student relationships. Andrew’s research also bridges other disciplines through assessing motivation and engagement in sport, music, and work.

He has written over 200 peer reviewed journal articles, 65 peer-reviewed chapters, 3 books for parents and teachers (published in 5 languages), 2 Edited Handbooks, 1 Monograph for the British Psychological Society, 12 commissioned government reports, and over 90 publications for professional and lay audiences (e.g., teachers, parents, psychologists, counsellors). Andrew has delivered over 200 invited/keynote presentations and his work has been featured in over 400 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, EARLI/Jacobs 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 has supervised over 15 PhD students and has twice won the Exemplary Doctoral Supervisor Award from his university’s Postgraduate Council.

He is Associate Editor of British Journal of Educational Psychology and School Psychology International, Consulting Editor for Journal of Educational Psychology and Educational Psychology, serves on numerous international and national Editorial Boards (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). Andrew is also on the Advisory Committee of the International Association of Applied Psychology United Nations White Paper Series and 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).

Beginning 2019, Andrew is the Inaugural Distinguished Scholar (2019-2021) of the New South Wales Institute for Educational Research. In 2018, he was listed as National Research Field Leader in the “Educational Psychology and Counselling” discipline in The Australian newspaper. In 2017-2018, Andrew was appointed Fellow of the (Australian) College of Educational and Developmental Psychologists and also received the College’s Award of Distinction. In 2016, Andrew was elected Fellow of the American Psychological Association and 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
Journal articles 

2018-2019

  • Bentley, J.P., Schneuer, F.J, Lain, S.J., Martin, A.J., Gordon, A., & Nassar, N. (2018). Neonatal morbidity at term, early child development, and school performance: A population study. Pediatrics, 141 (2).
  • Bostwick, K., Martin, A.J., Collie, R.J., & Durksen, T. (2019). Growth orientation predicts gains in middle and high school students’ mathematics outcomes over time. Contemporary Educational Psychology.
  • Burns, E.C., Bostwick, K., Collie, R.J., & Martin, A.J. (2019). Understanding girls’ disengagement: Identifying patterns and the role of teacher and peer support using latent growth modelling. Journal of Youth and Adolescence.
  • Burns, E.C., Martin, A.J., & Collie, R.J. (2018). Adaptability, personal best (PB) goal setting, and gains in students’ academic outcomes: A longitudinal examination from a social cognitive perspective. Contemporary Educational Psychology, 53, 57-72.
  • Burns, E.C., Martin, A.J., & Collie, R.J. (2019). Understanding the role of personal best (PB) goal setting in students’ declining engagement: A latent growth model. Journal of Educational Psychology.
  • Burns, E.C., Martin, A.J., & Collie, R.J., (2019). Examining the yields of growth feedback from science teachers and students’ intrinsic valuing of science: Implications for student- and school-level science achievement. Journal of Research in Science Teaching.
  • Burns, E.C., Martin, A.J., & Evans, P. (2019). The role of teacher feedback-feedforward and personal best goal setting in students’ mathematics achievement: A goal setting theory perspective. Educational Psychology.
  • Burns, E.C., Martin, A.J. Mansour, M., Anderson, M., Gibson, R., & Liem, G.A.D. (2019). Motivational processes that support arts participation: An examination of goal orientations and aspirations. Psychology of Aesthetics, Creativity, and the Arts.
  • Collie, R.J., Bostwick, K., & Martin, A.J. (2019). Perceived autonomy support, relatedness with students, and workplace outcomes: An investigation of differences by teacher gender. Educational Psychology.
  • Collie, R.J., Granziera, H., & Martin, A.J. (2019). Teachers’ motivational approach: Links with students’ basic psychological need frustration, maladaptive engagement, and academic outcomes. Teaching and Teacher Education.
  • Collie, R.J., Granziera, H., & Martin, A.J. (2018). Teachers’ perceived autonomy support and adaptability: An investigation employing the job demands-resources model as relevant to workplace exhaustion, disengagement, and commitment. Teaching and Teacher Education, 74, 125-136.
  • Collie, R.J., Martin, A.J., Bobis, J., Way, J., & Anderson, J. (2019). How students switch on and switch off in mathematics: Exploring patterns and predictors of (dis)engagement across middle school and high school. Educational Psychology, 39, 489-509.
  • Collie, R.J., Martin, A.J., Nassar, N., & Roberts, L.C. (2019). Social and emotional behavioral profiles in kindergarten: A population-based latent profile analysis of links to socio-educational characteristics and later achievement. Journal of Educational Psychology.
  • Collie, R.J., Martin, A.J., Roberts, L.C., & Nassar, N. (2018). The roles of anxious and prosocial behavior in early academic performance: A population-based study examining unique and moderated effects. Learning and Individual Differences, 62, 141-152.
  • Colmar, S., Liem, G.A.D., Conner, J., & Martin, A.J. (2019). Exploring the relationships between academic buoyancy, academic self-concept, and academic performance: A study of mathematics and reading among elementary school students. Educational Psychology, 39, 1068-1089.
  • Evans, P., Martin, A.J., & Pringle, Z. (2018). Personality, coping, and school wellbeing: An investigation of high school students. Social Psychology of Education, 21, 1061-1080.
  • Ginns, P., Martin, A.J., Durksen, T., Burns, E.C., & Pope, A. (2018). Personal Best (PB) goal-setting enhances arithmetical problem-solving. Australian Educational Researcher, 45, 533-551.
  • Ginns, P., Martin, A.J., & Papworth, B. (2018). Student learning in Australian high schools: Contrasting personological and contextual variables in a longitudinal structural model. Learning and Individual Differences, 64, 83-93.
  • Granziera, H., Collie, R.J., & Martin, A.J. (2019). Adaptability: An important capacity to cultivate among pre-service teachers in teacher education programs. Psychology Teaching Review, 25, 60-66.
  • Holliman, A. J., Martin, A. J., & Collie, R. J. (2018). Adaptability, engagement, and degree completion: A longitudinal investigation of university students. Educational Psychology, 38, 785-799.
  • Holliman, A., Sheriston, L., Martin, A.J., & Collie, R.J., & Sayer, D. (2018). Adaptability: Does students’ adjustment to university predict their mid-course academic achievement and satisfaction? Journal of Further and Higher Education.
  • Lawley, C.M., Winlaw, D., Sholler, G., Martin, A.J., Badawi, N., Walker, K., Nassar, N., & Lain, S. (2019). School-age developmental and educational outcomes following cardiac procedures in the first year of life: A population-based record linkage study. Pediatric Cardiology, 40, 570-579.
  • Malmberg, L-E., & Martin, A.J. (2019). Processes of students’ effort exertion, competence beliefs and motivation: Cyclic and dynamic effects of learning experiences within school days and school subjects. Contemporary Educational Psychology.
  • Mansour, M., Martin, A.J., Anderson, M., Gibson, R., Liem, G.A.D., & Sudmalis, D. (2018). Young people’s creative and performing arts participation and arts self-concept: A longitudinal study of reciprocal effects. Journal of Creative Behavior, 52, 240-255.
  • Martin, A.J. (2018). Integrating explicit instruction with independent learning: Load Reduction Instruction (LRI). Australian Educational Leader, 40, 36-39.
  • Martin, A.J., & Collie, R.J. (2019). Teacher-student relationships and students’ engagement in high school: Does the number of negative and positive relationships with teachers matter? Journal of Educational Psychology, 111, 861-876.
  • Martin, A.J., Collie, R.J., Durksen, T.L., Burns, E.C., Bostwick, K.C.P., & Tarbetsky, A.L. (2019). Growth goals and growth mindset from a methodological-synergistic perspective: Lessons learned from a quantitative correlational research program. International Journal of Research and Method in Education, 42, 204-219.
  • Martin, A.J., Collie, R.J., Roberts, C.L., & Nassar, N. (2018). The role of medication in reducing the negative effects of hyperactivity-inattention on achievement: A population-based longitudinal investigation of students and their classrooms. Contemporary Educational Psychology, 55, 97-109.
  • Martin, A.J., & Evans, P. (2018). Load Reduction Instruction: Exploring a framework that assesses explicit instruction through to independent learning. Teaching and Teacher Education, 73, 203-214.
  • Martin, A.J., & Lazendic, G. (2018). Achievement in large-scale national numeracy assessment: An ecological study of motivation and student, home, and school predictors. Journal of Educational Psychology, 110, 465-482.
  • Martin, A.J., & Lazendic, G. (2018). Computer-adaptive testing: Implications for students’ achievement, motivation, engagement, and subjective test experience. Journal of Educational Psychology, 110, 27-45.
  • Martin, A.J., Malmberg, L-E., Kennett, R., Mansour, M., Papworth, B., & Pearson, J. (2019). What happens when students reflect on their self-efficacy during a test? Exploring test experience and test outcome in science. Learning and Individual Differences, 73, 59-66.
  • Martin, A.J., Mansour, M., & Malmberg, L-E. (2018). What factors influence students’ real-time motivation and engagement? An experience sampling study of high school students using mobile technology. Educational Psychology.
  • Martin, A.J., & Marsh, H.W. (2019). Investigating the reciprocal relations between academic buoyancy and academic adversity: Evidence for the protective role of academic buoyancy in reducing academic adversity over time. International Journal of Behavioral Development.
  • Martin, A.J., Martin, T.G., & Evans, P. (2018). Motivation and engagement in Jamaica: Testing a multidimensional framework among students in an emerging regional context. Journal of Psychoeducational Assessment, 36, 233-248.
  • Martin, A.J., Strnadová, I., Hájková, V., Němec, Z., & Květoňová, L. (2018). Teaching assistants working with students who have a disability: The role of adaptability in enhancing their workplace outcomes. International Journal of Inclusive Education.
  • Schneuer, F. J., Bentley, J. P., Davidson, A. J., Holland, A. J., Badawi, N., Martin, A. J., … & Nassar, N. (2018). The impact of general anesthesia on child development and school performance: A population‐based study. Pediatric Anesthesia, 28, 528-536.
  • Schneuer, F.J., Bentley, J.P., Davidson, A.J., Holland, A.J.A., Badawi, N., Martin, A.J., Skowno, J., Lain, S.J., & Nassar, N. (2018). Reply to Ritchie-McLean, Susanna; Wilmshurst, Sally, regarding their comment “Can population cohort studies assess the long-term impact of anesthesia in children?” Pediatric Anesthesia, 28, 1157-1158.
  • Yu, K., Martin, A.J., Hou, Y., Osborn, J., & Zhan, X. (2019). Motivation, engagement, academic buoyancy, and adaptability: The roles of socio-demographics among middle school students in China. Measurement, 17, 119-133.

2016-2017

  • Bentley, J.P., Roberts, C., Bowen, J., Martin, A.J., Morris, J., & Nassar, N. (2016). Planned birth before 39 weeks and child development: A population-based study. Pediatrics, 138 (6), e20162002.
  • Bobis, J.M., Way, J., Anderson, J., & Martin, A.J. (2016). Challenging teacher beliefs about student engagement in mathematics. Journal of Mathematics Teacher Education, 19, 33-55.
  • Bostwick, K.C.P., Collie, R.J., Martin, A.J., & Durksen, T.L. (2017). Students’ growth mindsets, growth goals, and academic outcomes in mathematics. German Journal of Psychology / Zeitschrift für Psychologie, 225, 107-116.
  • Burns, E.C., Martin, A.J., & Collie, R.J. (2017). Understanding the role of adaptability and personal best (PB) goals in students’ academic outcomes: A social cognitive perspective. British Journal of Educational Psychology Monograph Series II, 12, 111-131.
  • Collie, R.J., Ginns, P., Martin, A.J., & Papworth, B. (2017). Academic buoyancy mediates academic anxiety’s effects on learning strategies: A cross-cultural investigation. Educational Psychology, 37, 947-964.
  • Collie, R.J., Holliman, A.J., & Martin, A.J. (2017). Adaptability, engagement, and academic achievement at university. Educational Psychology, 37, 632-647.
  • Collie, R.J., & Martin, A.J. (2016). Adaptability: An important capacity for effective teachers. Educational Practice and Theory, 38, 27-39.
  • Collie, R. J., & Martin, A.J. (2017). Adaptive and maladaptive work-related motivation among teachers: A person-centered examination and links with well-being. Teaching and Teacher Education, 64, 199-210.
  • Collie, R.J., & Martin, A.J. (2017). Students’ adaptability in mathematics: Examining self-reports and teachers’ reports and links with engagement and achievement outcomes. Contemporary Educational Psychology, 49, 355-366.
  • Collie, R. J., & Martin, A. J. (2017). Teachers’ sense of adaptability: Examining links with perceived autonomy support, teachers’ psychological functioning, and students’ numeracy achievement. Learning and Individual Differences, 55, 29-39.
  • Collie, R.J., Martin, A.J., Bottrell, D., Armstrong, D., Ungar, M., & Liebenberg, L. (2017). Social support, academic adversity, and academic buoyancy: A person-centered analysis and implications for academic outcomes. Educational Psychology, 37, 550-564.
  • Collie, R.J., Martin, A.J., Papworth, B., & Ginns, P. (2016). Students’ interpersonal relationships, personal best (PB) goals, and academic engagement. Learning and Individual Differences, 45, 65-76.
  • Collie, R.J., Shapka, J.D., Perry, N.E., & Martin, A.J. (2016). Teachers’ psychological functioning in the workplace: Exploring the roles of contextual beliefs, need satisfaction, and personal characteristics. Journal of Educational Psychology, 108, 788-799.
  • Durksen, T., Martin, A.J., Burns, E.C., Ginns, P., Williamson, D., & Kiss, J. (2017). Conducting research in a medical science museum: Lessons learnt from a collaboration between researchers and museum educators. Journal of Museum Education, 42, 273-283.
  • Durksen, T. L., Way, J., Bobis, J., Anderson, J., Skilling, K., & Martin, A. J. (2017). Motivation and engagement in mathematics: A qualitative framework for teacher-student interactions. Mathematics Education Research Journal, 29, 163-181.
  • Fleming, J., Gibson, R., Anderson, M., Martin, A.J., & Sudmalis, D. (2016). Cultivating imaginative thinking: Teacher strategies in high- performing arts education classrooms. Cambridge Journal of Education, 46, 435-453.
  • Li, H., Martin, A.J., & Yeung, J. (2017). Academic risk and resilience for children and young people in Asia. Educational Psychology, 37, 921-929.
  • Mansour, M., Martin, A.J., Anderson, M., & Gibson, R. (2017). Getting into flow in the arts classroom: Research findings and implications for practice. Educational Practice and Theory, 39, 5-15.
  • Mansour, M., Martin, A.J., Anderson, M., Gibson, R., Liem, G.A.D., & Sudmalis, D. (2016). Student, home, and school socio-demographic factors: Links to school, home, and community arts participation. Australian Educational Researcher, 43, 221-244.
  • Martin, A.J. (2016). Positive education in Asia – and beyond. The Asia-Pacific Education Researcher, 25, 493-498.
  • Martin, A.J. (2017). Adaptability – What it is and what it is not: Comment on Chandra and Leong (2016). American Psychologist, 72, 696-698.
  • Martin, A.J. (2017). Math memorization: Comment on Boaler and Zoido. Scientific American Mind, 28, 5.
  • Martin, A.J., Burns, E.C., & Collie, R.J. (2017). ADHD, personal and interpersonal agency, and achievement: Exploring links from a social cognitive theory perspective. Contemporary Educational Psychology, 50, 13-22.
  • Martin, A.J., Collie, R.J., Mok, M. & McInerney, D.M. (2016). Personal best (PB) goal structure, individual PB goals, engagement, and achievement: A study of Chinese- and English-speaking background students in Australian schools. British Journal of Educational Psychology, 86, 75-91.
  • Martin, A.J., Durksen, T.L., 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, 53, 1364-1384.
  • Martin, A.J., & Elliot, A.J. (2016). The role of personal best (PB) and dichotomous achievement goals in students’ academic motivation and engagement: A longitudinal investigation. Educational Psychology, 36, 1285-1302.
  • Martin, A.J., & Elliot, A.J. (2016). The role of personal best (PB) goal setting in students’ academic achievement gains. Learning and Individual Differences, 45, 222-227.
  • Martin, A.J., Ginns, P., & Papworth, B. (2017). Motivation and engagement: Same or different? Does it matter? Learning and Individual Differences, 55, 150-162.
  • Martin, A.J., Papworth, B.A., & Ginns, P. (2016). Effects of boarding school. The Psychologist, 29, 414.
  • Martin, A.J., Papworth, B., Ginns, P., & Malmberg, L-E. (2016). Motivation, engagement, and social ‘climate’: An international study of boarding schools. Journal of Educational Psychology, 108, 772-787.
  • Martin, A.J., & Steinbeck, K. (2017). The role of puberty in students’ academic motivation and achievement. Learning and Individual Differences, 53, 37-46.
  • Martin, A.J., Yu, K., Ginns, P., & Papworth, B. (2017). Young people’s academic buoyancy and adaptability: A cross-cultural comparison of China with North America and the United Kingdom. Educational Psychology, 37, 930-946.
  • Martin, T.G., Martin, A.J., & 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, 38, 184-200.
  • Murayama, K., Goetz, T., Malmberg, L-E., Pekrun, R., Tanaka, A., & Martin, A.J. (2017). Within-person analysis in educational psychology: Importance and illustrations. British Journal of Educational Psychology Monograph Series II, 12, 71-87.
  • Newton, K.J., Sperling, R.A., & Martin, A.J. (2017). Learning disabilities, attention-deficit hyperactivity disorder, and executive functioning: Contributions from educational psychology in progressing theory, measurement, and practice. Contemporary Educational Psychology, 50, 1-3.
  • Skilling, K., Bobis, J., Martin, A. J., Anderson, J., & Way, J. (2016). What secondary teachers think and do about student engagement in mathematics. Mathematics Education Research Journal, 28, 545-566.
  • Tarbetsky, A., Collie, R.J., & Martin, A.J. (2016). The role of implicit theories of intelligence and ability in predicting achievement for Indigenous (Aboriginal) Australian students. Contemporary Educational Psychology, 47, 61-71.

2014 – 2015

  • Burns, E.C., & Martin, A.J., (2014). ADHD and adaptability: The roles of cognitive, behavioural, and emotional regulation. Australian Journal of Guidance and Counselling, 24, 227-242.
  • Collie, R.J., Martin, A.J., Malmberg, L-E., Hall, J., & Ginns, P. (2015). Academic buoyancy, student achievement, and the linking role of control: A cross-lagged analysis of high school students. British Journal of Educational Psychology, 85, 113-130.
  • Collie, R.J., Martin, A.J., & Scott-Curwood, J. (2015). Multidimensional motivation and engagement for writing: Construct validation with a sample of boys. Educational Psychology, 36, 771-791.
  • Collie, R.J., Shapka, J.D., Perry, N.E., & Martin, A.J. (2015). Teachers’ beliefs about social-emotional learning: Identifying teacher profiles and their relations with job stress and satisfaction. Learning and Instruction, 39, 148-157.
  • Collie, R.J., Shapka, J.D., Perry, N.E., & Martin, A.J. (2015). Teacher well-being: Exploring its components and a practice-oriented scale. Journal of Psychoeducational Assessment, 33, 744-756.
  • Gibson, R., Fleming, J., Anderson, M., Martin, A.J., & Sudmalis, D. (2015). Testing times for the arts. Asia-Pacific Journal of Arts Education, 14, 1-27.
  • Ginns, P., Martin, A.J., Liem, G.A.D., & Papworth, B. (2014). Structural and concurrent validity of the International English Big-Five Mini-Markers in an adolescent sample: Exploring analytic approaches and implications for personality assessment. Journal of Research in Personality, 53, 182-192.
  • Ginns, P., Martin, A.J., & Papworth, B. (2014). Student learning theory goes (back) to (high) school. Instructional Science, 42, 485–504.
  • Liem, G.A.D., & Martin, A.J. (2015). Young people’s responses to environmental issues: Exploring the role of adaptability and personality. Personality and Individual Differences, 79, 91-97.
  • Liem, G.A.D., Martin, A.J., 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, 106, 348-363.
  • Liu, M., Calvo, R., Pardo, A., & Martin, A.J. (2015). Measuring and visualizing students’ behavioral engagement in writing activities. IEEE Transactions on Learning Technologies, 8, 215-222.
  • Martin, A.J. (2014). Academic buoyancy and academic outcomes: Towards a further understanding of students with ADHD, students without ADHD, and academic buoyancy itself. British Journal of Educational Psychology, 84, 86-107.
  • Martin, A.J. (2014). The role of ADHD in academic adversity: Disentangling ADHD effects from other personal and contextual factors. School Psychology Quarterly, 29, 395-408.
  • Martin, A.J. (2015). Growth approaches to academic development: Research into academic trajectories and growth assessment, goals and mindsets. British Journal of Educational Psychology, 85, 133-137.
  • Martin, A.J. (2015). Implicit theories about intelligence and growth (personal best) goals: Exploring reciprocal relationships. British Journal of Educational Psychology, 85, 207-223.
  • Martin, A.J. (2015). Motivating the gifted and talented: Lessons from research and practice. Australasian Journal of Gifted Education, 24, 52-60. (Republished from 2002, volume 11, 26-34 in 35th Anniversary Issue devoted to the “outstanding articles that have been published in the journal”)
  • Martin, A.J., Bottrell, D., Armstrong, D., Mansour, M., Ungar, M., Liebenberg, L., & Collie, R.J. (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, 74, 1-12.
  • Martin, A.J., & Burns, E.C. (2014). Academic buoyancy, resilience, and adaptability in students with ADHD. The ADHD Report, 22, 1-9.
  • Martin, A.J., Durksen, T.L., 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, 31, 85-96.
  • Martin, A.J., Nejad, H.G., Colmar, S., Liem, G.A.D., & Collie, R. (2015). The role of adaptability in promoting control and reducing failure dynamics: A mediation model. Learning and Individual Differences, 38, 36-43.
  • Martin, A.J., Papworth, B., Ginns, P., & Liem, G.A.D. (2014). Boarding school, motivation and engagement, and psychological well-being: A large-scale investigation. American Educational Research Journal, 51, 1007-1049.
  • Martin, A.J., Papworth, B., Ginns, P., Malmberg, L-E., Collie, R., & Calvo, R.A. (2015). Real-time motivation and engagement during a month at school: Every moment of every day for every student matters. Learning and Individual Differences, 38, 26-35.
  • Martin, A.J., 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, 35, 199-244.
  • Martin, A.J., 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: An International Journal of Experimental Educational Psychology, 34, 417-439.
  • Martin, A.J., Yu, K., Papworth, B., Ginns, P., & Collie, R.J. (2015). Motivation and engagement in USA, Canada, United Kingdom, Australia, and China: Testing a multidimensional framework. Journal of Psychoeducational Assessment, 33, 103-114.
  • Yu, K., & Martin, A.J. (2014). Personal best (PB) and ‘classic’ achievement goals in the Chinese context: Their role in predicting academic motivation, engagement, and buoyancy. Educational Psychology: An International Journal of Experimental Educational Psychology, 34, 635-658.

2012-2013

  • Ginns, P., Martin, A.J., & Marsh, H.W. (2013). Designing instructional in a conversational style: A meta-analysis. Educational Psychology Review, 25, 445-472.
  • Green, J., Liem., G.A.D., Martin, A.J. Colmar, S., Marsh, H.W., & McInerney, D.M. (2012). Academic motivation, self-concept, engagement, and performance in high school: Key processes from a longitudinal perspective. Journal of Adolescence, 35, 1111-1122.
  • Liem, G.A., Ginns, P., Martin, A.J. Stone, B., & Herrett, M. (2012). Personal best goals and academic and social functioning: A longitudinal perspective. Learning and Instruction, 22, 222-230.
  • Liem, G.A., Marsh, H.W., Martin, A.J., McInerney, D.M., & Yeung, A.S. (2013). The Big-Fish-Little-Pond Effect and a national policy of within-school ability streaming: Alternative frames of reference. American Educational Research Journal, 50, 326-370.
  • Liem, G.A., & Martin, A.J. (2012). The Motivation and Engagement Scale: Theoretical framework, psychometric properties, and applied yields. Australian Psychologist, 47, 3-13.
  • Liem, G.A., Martin, A.J., Porter, A., & Colmar, S. (2012). Sociocultural antecedents of academic motivation and achievement: The role of values and achievement motives in achievement goals and academic performance. Asian Journal of Social Psychology, 15, 1-13.
  • Malmberg, L-E., Hall, J., & Martin, A.J. (2013). Academic buoyancy in secondary school: Exploring patterns of convergence in mathematics, science, English and physical education. Learning and Individual Differences, 23, 262-266.
  • Malmberg, L-E., Little, T.D., Walls, T.A, & Martin, A.J. (2013). Primary school students’ learning experiences of, and self-beliefs about competence, effort, and difficulty: Random effects models. Learning and Individual Differences, 28, 54-65.
  • Malmberg, L-E., Woolgar, C., & Martin, A.J. (2013). Quality of the Learning Experience Questionnaire (LEQ) for Personal Digital Assistants (PDAs). International Journal of Quantitative Research in Education, 1, 275 – 296.
  • Martin, A.J. (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, 37, 91-105.
  • Martin, A.J. (2012). Winning and losing: What do they mean and how do they shape our lives and society? Australian Review of Public Affairs, October, http://www.australianreview.net/digest/2012/10/martin.html.
  • Martin, A.J. (2013). Academic buoyancy and academic resilience: Exploring ‘everyday’ and ‘classic’ resilience in the face of academic adversity. School Psychology International, 34, 488-500.
  • Martin, A.J. (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, 23, 143-155.
  • Martin, A.J., Anderson, J., Bobis, J., Way, J., & Vellar, R. (2012). Switching on and switching off in mathematics: An ecological study of future intent and disengagement amongst middle school students. Journal of Educational Psychology, 104, 1-18.
  • Martin, A.J., Anderson, M., & Adams, R-J. (2012). What determines young people’s engagement with performing arts events? Leisure Sciences, 34, 314-331.
  • Martin, A.J., Ginns, P., Brackett, M., Malmberg, L-E., & Hall, J. (2013). Academic buoyancy and psychological risk: Exploring reciprocal relationships. Learning and Individual Differences, 27, 128-133.
  • Martin, A.J., 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, 14, 57-79.
  • Martin, A.J., Liem, G.A.D., Mok, M., & Xu, J. (2012). Problem solving and immigrant student mathematics and science achievement: Multi-nation findings from the Programme for International Student Assessment (PISA). Journal of Educational Psychology, 104, 1054-1073.
  • Martin, A.J., Mansour, M., Anderson, M., Gibson, R., Liem, G.A.D., & Sudmalis, D. (2013). The role of arts participation in students’ academic and non-academic outcomes: A longitudinal study of school, home, and community factors. Journal of Educational Psychology, 105, 709-727.
  • Martin, A.J., Nejad, H., Colmar, S., & Liem, G.A.D. (2012). Adaptability: Conceptual and empirical perspectives on responses to change, novelty and uncertainty. Australian Journal of Guidance and Counselling, 22, 58-81.
  • Martin, A.J., Nejad, H.G., Colmar, S., & Liem, G.A.D. (2013). Adaptability: How students’ responses to uncertainty and novelty predict their academic and non-academic outcomes. Journal of Educational Psychology, 105, 728-746.
  • Martin, A.J., Wilson, R., Liem, G.A., & 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, 84, 640-674.
  • Martinez, C., Martin, A.J., Liem, G.A.D., & Colmar, S. (2012). A longitudinal analysis of physical and psychological well-being amongst late adolescents: Exploring the transition from school to post-school life. Australian Educational and Developmental Psychologist, 29, 17-43.
  • Parker, P.D., Martin, A.J., Colmar, S., & Liem, G.A.D. (2012). Teachers’ workplace well-being: Exploring a process model of goal orientation, coping behavior, engagement, and burnout. Teaching and Teacher Education, 28, 503-513.
  • Steinbeck, K., Hazell, P, Cumming, R., Skinner, S., Ivers, R., Booy, R., Fulcher, G., Handelsman, D.J., Martin, A.J., Morgan, G., Starling, J., Bauman, A., Rawsthorn, M.L., Bennett, D., Chow, C-M., La, M.K., Kelly, P., Brown, N.J, Paxton, K.T., & 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, 12, 143-153.

2010-2011

  • Li, H., Martin, A.J., Armstrong, D., & Walker, R. (in press). Risk, protection, and resilience in Chinese adolescents: A psycho-social study. Asian Journal of Social Psychology.
  • Liem, G.A., & Martin, A.J. (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, 81, 183-206.
  • Liem, G.A., & Martin, A.J. (in press). The Motivation and Engagement Scale: Theoretical framework, psychometric properties, and applied yields. Australian Psychologist.
  • Liem, G.A., Martin, A.J., Nair, E., Bernardo, A.B.I., & Prasetya, P.H. (2011). Content and structure of values in middle adolescence: Evidence from Singapore, the Philippines, Indonesia, and Australia. Journal of Cross-Cultural Psychology, 42, 146-154.
  • Liem, G.A., Martin, A.J., Porter, A., & Colmar, S. (in press). Sociocultural antecedents of academic motivation and achievement: The role of values and achievement motives in achievement goals and academic performance. Asian Journal of Social Psychology.
  • Marsh, H.W., Ginns, P., Morin, A.J.S., Nagengast, B., & Martin, A.J. (in press). Course Experience Questionnaire (CEQ): Use of student ratings to benchmark Australian universities. Journal of Educational Psychology.
  • Marsh, H.W., & Martin, A.J. (2011). Academic self-concept and academic achievement: Relations and causal ordering. British Journal of Educational Psychology, 81, 59-77.
  • Marsh, H.W., Martin, A.J., & Jackson, S.A. (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, 32, 438-482.
  • Marsh, H.W., Liem, G.A., Martin, A.J., Nagengast, B., &  Morin, A.J.S. (2011). Methodological-measurement fruitfulness of Exploratory Structural Equation Modeling (ESEM): New approaches to key substantive issues in motivation and engagement. Journal of Psychoeducational Assessment, 29, 322-346.
  • Martin, A.J. (2010). Physical activity motivation in late adolescence: Refinement of a recent multidimensional model. Research Quarterly for Exercise and Sport, 81, 278-289.
  • Martin, A.J. (2010). Physical activity motivation in the year following high school: Assessing stability and appropriate analytical approaches. Psychology of Sport and Exercise, 11, 107-113.
  • Martin, A.J. (2010). Should students have a gap year? Motivation and performance factors relevant to time out after completing school. Journal of Educational Psychology, 102, 561-576.
  • Martin, A.J. (2011). Courage in the classroom: Exploring a new framework predicting academic performance and engagement. School Psychology Quarterly, 26, 145-160.
  • Martin, A.J. (2011). Personal best (PB) approaches to academic development: Implications for motivation and assessment. Educational Practice and Theory, 33, 93-99.
  • Martin, A.J. (2011). Prescriptive statements and educational practice: What can Structural Equation Modeling (SEM) offer? Educational Psychology Review, 23, 235-244.
  • Martin, A.J. (in press). Holding back and holding behind: Grade retention and students’ non-academic and academic outcomes. British Educational Research Journal.
  • Martin, A.J., Anderson, J., Bobis, J., Way, J., & Vellar, R. (in press). Switching on and switching off in mathematics: An ecological study of future intent and disengagement amongst middle school students. Journal of Educational Psychology.
  • Martin, A.J., Bobis, J., Anderson, J., Way, J., & Vellar, R. (2011). Patterns of multilevel variance in psycho-educational phenomena: Exploring motivation, engagement, climate, teacher, and achievement factors. German Journal of Educational Psychology / Zeitschrift für Pädagogische Psychologie, 25, 49-61.
  • Martin, A.J., Colmar, S.H., Davey, L.A., & Marsh, H.W. (2010). Longitudinal modeling of academic buoyancy and motivation: Do the ‘5Cs’ hold up over time? British Journal of Educational Psychology, 80, 473-496.
  • Martin, A.J., & Hau, K-T. (2010). Achievement motivation amongst Chinese and Australian school students: Assessing differences of kind and differences of degree. International Journal of Testing, 10, 274-294.
  • Martin, A.J., & Liem, G.A. (2010). Academic Personal Bests (PBs), engagement, and achievement: A cross-lagged panel analysis. Learning and Individual Differences, 20, 265-270.
  • Martin, A.J., Liem., G.A., Coffey, L., Martinez, C., Parker, P., Marsh, H.W., & Jackson, S. (2010). What happens to physical activity behavior, motivation, self-concept, and flow after completing school? A longitudinal study. Journal of Applied Sport Psychology, 22, 437-457.
  • Martin, A.J., Malmberg, L-E., & Liem, G.D. (2010). Multilevel motivation and engagement: Assessing construct validity across students and schools. Educational and Psychological Measurement, 70, 973-989.
  • Martin, A.J., Marsh, H.W., Cheng, J., & Ginns, P. (2010). Fathers and male teachers: Effects on boys’ academic and non-academic development. Childhood Education, 86, 404-408.
  • Parker, P.D., & Martin, A.J. (in press).  Clergy motivation and occupational well-being: Exploring a quadripolar model and its role in predicting burnout and engagement. Journal of Religion and Health.
  • Parker, P.D., Martin, A.J., Martinez, C., Marsh, H.W., & Jackson, S.A. (2010). Stages of change in physical activity: A validation study in late adolescence. Health Education and Behavior, 37, 318-329.
  • Parker, P.D., Martin, A.J., Martinez, C., Marsh, H.W., & Jackson, S. (in press).  Longitudinal approaches to Stages of Change measurement: Effects on cognitive and behavioral physical activity factors. Measurement and Evaluation in Counseling and Development.

2008 – 2009

  • Jackson, S.A., Martin, A.J., & Eklund, R.C. (2008). Long and short measures of flow: Examining construct validity of the FSS-2, DFS-2, and new brief counterparts. Journal of Sport and Exercise Psychology, 30, 561-587.
  • Liem, G.A., Martin, A.J., Nair, E., Bernardo, A.B.I., & Prasetya, P.H. (2009). Cultural factors relevant to secondary school students in Australia, Singapore, Philippines and Indonesia: Relative differences and congruencies. Australian Journal of Guidance and Counselling, 19, 161-178.
  • Mansour, M., & Martin, A.J. (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, 26, 111-126.
  • Marsh, H.W., Martin, A.J., & Cheng, J. (2008). A multilevel perspective on gender in classroom motivation and climate: Potential benefits of male teachers for boys? Journal of Educational Psychology, 100, 78-95.
  • Martin, A.J. (2008). Enhancing student motivation and engagement: The effects of a multidimensional intervention. Contemporary Educational Psychology, 33, 239-269.
  • Martin, A.J. (2008). How domain specific are motivation and engagement across school, sport, and music? A substantive-methodological synergy assessing young sportspeople and musicians. Contemporary Educational Psychology, 33, 785-813.
  • Martin, A.J. (2008). Motivation and engagement in diverse performance domains: Testing their generality across school, university/college, work, sport, music, and daily life. Journal of Research in Personality, 42, 1607-1612.
  • Martin, A.J. (2008). Motivation and engagement in music and sport: Testing a multidimensional framework in diverse performance settings. Journal of Personality, 76, 135-170.
  • Martin, A.J. (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, 101, 101-114.
  • Martin, A.J. (2009). Motivation and engagement across the academic lifespan: A developmental construct validity study of elementary school, high school, and university/college students. Educational and Psychological Measurement, 69, 794-824.
  • Martin, A.J. (2009). Motivation and engagement in the workplace: Examining a multidimensional framework from a measurement and evaluation perspective. Measurement and Evaluation in Counseling and Development, 41, 223-243.
  • Martin, A.J., & Dowson, M. (2009). Interpersonal relationships, motivation, engagement, and achievement: Yields for theory, current issues, and practice. Review of Educational Research, 79, 327-365.
  • Martin, A.J., & Jackson, S.A. (2008). Brief approaches to assessing task absorption and enhanced subjective experience: Examining ‘Short’ and ‘Core’ flow in diverse performance domains. Motivation and Emotion, 32, 141-157.
  • Martin, A.J., & Marsh, H.W. (2008). Academic buoyancy: Towards an understanding of students’ everyday academic resilience. Journal of School Psychology, 46, 53-83.
  • Martin, A.J., & Marsh, H.W. (2008). Workplace and academic buoyancy: Psychometric assessment and construct validity amongst school personnel and students. Journal of Psychoeducational Assessment, 26, 168-184.
  • Martin, A.J., & Marsh, H.W. (2009). Academic resilience and academic buoyancy: Multidimensional and hierarchical conceptual framing of causes, correlates, and cognate constructs. Oxford Review of Education, 35, 353-370.
  • Martin, A.J., Marsh, H.W., Debus, R.L. & Malmberg, L-E. (2008). Performance and mastery orientation of high school and university/college students: A Rasch perspective. Educational and Psychological Measurement, 68, 464-487.
  • Martin, A.J., Marsh, H.W., McInerney, D.M., & 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, March, http://www.tcrecord.org.
  • Munns, G., Martin, A.J., & Craven, R. (2008). To free the spirit? Motivation and engagement of Indigenous students. Australian Journal of Indigenous Education, 37, 98-107.
  • Parker, P.D., & Martin, A.J. (2008). Personal capacity building for the human services: What is the relative salience of curriculum and individual differences in predicting self-concept amongst college/university students? Learning and Individual Differences, 18, 486-491.
  • Parker, P.D., & Martin, A.J. (2009). Coping and buoyancy in the workplace: Understanding their effects on teachers’ work-related well-being and engagement. Teaching and Teacher Education, 25, 68-75.
  • Parker, P.D., Martin, A.J., & Marsh, H.W. (2008). Factors predicting life satisfaction: A process model of personality, multidimensional self-concept, and life satisfaction. Australian Journal of Guidance and Counselling, 18, 15-29.

2006 – 2007

  • Dixon, R.M., Craven, R.G., & Martin, A.J. (2006). Underachievement in a whole city cohort of academically gifted children: What does it look like? Australasian Journal of Gifted Education, 15, 9-15.
  • Green, J., Martin, A.J., & Marsh, H.W. (2007). Motivation and engagement in English, mathematics and science high school subjects: Towards an understanding of multidimensional domain specificity. Learning and Individual Differences, 17, 269-279.
  • Green, J., Nelson, G., Martin, A.J., & Marsh, H.W. (2006). The causal ordering of self-concept and academic motivation and their effects on academic achievement. International Education Journal, 7, 534-546.
  • Marsh, H.W., Papaioannou, A., Martin, A.J., & 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, 4, 121-148.
  • Martin, A.J. (2006). A motivational psychology for the education of Indigenous students. Australian Journal of Indigenous Education, 35, 30-43.
  • Martin, A.J. (2006). Personal bests (PBs): A proposed multidimensional model and empirical analysis. British Journal of Educational Psychology, 76, 803-825.
  • Martin, A.J. (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, 34, 73-93.
  • Martin, A.J. (2007). Examining a multidimensional model of student motivation and engagement using a construct validation approach. British Journal of Educational Psychology, 77, 413-440.
  • Martin, A.J., & Marsh, H.W. (2006). Academic resilience and its psychological and educational correlates: A construct validity approach. Psychology in the Schools, 43, 267-282.
  • Martin, A.J., Marsh, H.W., McInerney, D.M., 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, 17, 109-125.
  • Martin, A.J., Tipler, D.V., Marsh, H.W., Richards, G.E., & Williams. M.R. (2006). Assessing multidimensional physical activity motivation: A construct validity study of high-school students. Journal of Sport and Exercise Psychology, 28, 171-192.

2004 – 2005

  • Martin, A.J. (2004; invited paper). Perplexity and passion: Further consideration of the role of positive psychology in the workplace. Journal of Organizational Behavior Management, 24, 203-205.
  • Martin, A.J. (2004). School motivation of boys and girls: Differences of degree, differences of kind, or both? Australian Journal of Psychology, 56, 133-146.
  • Martin, A.J. (2004; invited paper). The role of positive psychology in enhancing satisfaction, motivation, and productivity in the workplace. Journal of Organizational Behavior Management, 24, 113-133.
  • Martin, A.J. (2005). Exploring the effects of a youth enrichment program on academic motivation and engagement. Social Psychology of Education, 8, 179-206.
  • Martin, A.J., Linfoot, K., & Stephenson, J. (2005). Problem behaviour and associated risk factors in young children. Australian Journal of Guidance and Counselling, 15, 1-16.
  • Martin, A.J., & Marsh, H.W. (2005). Motivating boys and motivating girls: Does teacher gender really make a difference? Australian Journal of Education, 49, 320-334.
  • Martin, A.J., & Marsh, H.W. (2005 – reprinted portion). Motivating boys and motivating girls: Does teacher gender really make a difference? Curriculum Leadership, 3 (40) (http://cmslive.curriculum.edu.au/leader).
  • Middleton, C., Marsh, H.W., Martin, A.J., Richards, G., Savis, J., Perry, C., & Brown, R. (2004). The Psychological Performance Inventory: Is the mental toughness test tough enough? International Journal of Sport Psychology, 35, 91-108.
  • Stephenson, J., Martin, A.J., & Linfoot, K. (2005). Promoting positive interactions between mothers and their at-risk young children. Australian Journal of Educational and Developmental Psychology, 5, 128-137.

2002 – 2003

  • Marsh, H. W., Rowe, K., & Martin, A.J. (2002). PhD students’ evaluations of research supervision:  Issues, complexities and challenges in a nationwide Australian experiment in benchmarking universities. Journal of Higher Education, 73, 313-348.
  • Martin, A.J. (2002). Motivating the gifted and talented: Lessons from research and practice. Australasian Journal of Gifted Education, 11, 26-34.
  • Martin, A.J. (2002). Motivation and academic resilience: Developing a model of student enhancement. Australian Journal of Education, 46, 34-49.
  • Martin, A.J. (2002). The lethal cocktail: Low self-belief, low control, and high fear of failure. Australian Journal of Guidance and Counselling, 12, 74-85.
  • Martin, A.J. (2003). Boys and motivation: Contrasts and comparisons with girls’ approaches to schoolwork. Australian Educational Researcher, 30, 43-65.
  • Martin, A.J. (2003). Enhancing the educational outcomes of boys: Findings from the A.C.T investigation into boys’ education. Youth Studies Australia, 22, 27-36.
  • Martin, A.J. (2003). The relationship between parents’ enjoyment of parenting and children’s school motivation. Australian Journal of Guidance and Counselling, 13, 115-132.
  • Martin, A.J. (2003). The role of significant others in enhancing the educational outcomes and aspirations of Indigenous/Aboriginal students. Aboriginal Studies Association Journal, 12, 23-26.
  • Martin, A.J. (2003). The Student Motivation Scale: Further testing of an instrument that measures school students’ motivation. Australian Journal of Education, 47, 88-106.
  • Martin, A.J., & Marsh, H.W. (2003). Fear of failure: Friend or foe? Australian Psychologist, 38, 31-38.
  • Martin, A.J., Marsh, H.W., & Debus, R.L. (2003). Self-handicapping and defensive pessimism: A model of self-protection from a longitudinal perspective. Contemporary Educational Psychology, 28, 1-36.
  • Martin, A.J., Marsh, H.W., Williamson, A., & Debus, R.L. (2003). Self-handicapping, defensive pessimism, and goal orientation: A qualitative study of university students. Journal of Educational Psychology, 95, 617-628.

2000 – 2001

  • Martin, A.J. (2001). The Student Motivation Scale: A tool for measuring and enhancing motivation. Australian Journal of Guidance and Counselling, 11, 1-20.
  • Martin, A.J., Linfoot, K., & Stephenson, J. (2000). Exploring the cycle of mother-child relations, maternal confidence, and children’s aggression. Australian Journal of Psychology, 52, 34-40.
  • Martin, A.J., Marsh, H.W., & Debus, R.L. (2001). A quadripolar need achievement representation of self-handicapping and defensive pessimism. American Educational Research Journal, 38, 583-610.
  • Martin, A.J., Marsh, H.W., & Debus, R.L. (2001). Self-handicapping and defensive pessimism: Exploring a model of predictors and outcomes from a self-protection perspective. Journal of Educational Psychology, 93, 87-102.
  • Martin, A.J., Milne-Home, J., Barrett, J., Spalding, E., & Jones, G. (2000). Graduate satisfaction with university and perceived employment preparation. Journal of Education and Work, 13, 199-214.
  • Stephenson, J., Linfoot, K.W., & Martin, A.J. (2000). How teachers of young children respond to problem behaviour in the classroom. Australasian Journal of Special Education, 24, 21-31.
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