Department of Education

Professor Andrew Martin

Honorary Research Fellow

Andrew Martin, BA (Hons), MEd (Hons), PhD, is Professorial Research Fellow and Australian Research Council Future Fellow (2010-2014) at the University of Sydney specializing in motivation, engagement, achievement, and quantitative research methods. He is also President Elect, International Association of Applied Psychology – Division 5 Educational, Instructional, and School Psychology.

Andrew is in the Top 25 of International Rankings of the Most Productive Educational Psychologists (Source: Jones et al., Contemporary Educational Psychology, 2010). He has written over 250 peer reviewed papers, authored 3 books for parents and teachers (published in 5 languages), has won 11 Australian Research Council (and National Health and Medical Research Council) grants as well as international funding (eg. Spencer Foundation). He is Associate Editor of the Journal of Educational Psychology and Associate Editor of the British Journal of Educational Psychology and is on Editorial Boards of American Educational Research Journal and Contemporary Educational Psychology.

Research

Andrew is a Registered Psychologist recognized for psychological and educational research in achievement motivation and for the quantitative methods (specializing in structural equation modeling and confirmatory factor analysis, but with extensive experience in most other multivariate methods including multi-level modeling) 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 academic resilience and academic buoyancy, personal bests, pedagogy, teacher-student relationships, and Aboriginal education. With the Department of Education at Oxford University, Andrew will be extending his research into academic buoyancy and academic resilience as well as explore the area of students’ academic growth from motivation and assessment perspectives.

For his research contributions, 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). Prior to that, his PhD was judged the Most Outstanding Doctoral Dissertation in Educational Psychology by Division 15 of the American Psychological Association and before that was judged the Most Outstanding PhD in Education in Australia by the Australian Association for Research in Education.

Publications

Journal articles (since 2000)

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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