Home > People > Andrew Martin

Andrew Martin

Honorary Research Fellow

andrew.martin@unsw.edu.au

About me

Andrew Martin, BA (Hons), MEd (Hons), PhD, is Scientia Professor, Professor of Educational Psychology, and Chair of the Educational Psychology Research Group in the School of Education at the University of New South Wales, Australia.

He is also Honorary Research Fellow in the Department of Education at the University of Oxford, Fellow of the American Psychological Association, Fellow of the American Educational Research Association, Fellow of the Academy of the Social Sciences in Australia, and Fellow of the (Australian) College of Educational and Developmental Psychologists. He is recognized for psychological and educational research in achievement motivation and for the quantitative methods he brings to the study of applied phenomena. Andrew is Consulting Editor for Psychological Review, Journal of Educational Psychology, and Educational Psychology, and serves on numerous international Editorial Boards.

Research

Journal Articles

2024 – 2025

Bostwick, K.C.P., Burns, E.C., Martin, A.J., Collie, R.J., & Durksen, T.L. (2024). A bifactor exploratory structural equation model of students’ growth-focused motivation. Journal of Experimental Education, 93(2), 340-362. https://doi.org/10.1080/00220973.2024.2329105
Bostwick, K.C.P., Martin, A.J., Lowe, K., Vass, G., Woods, A., & Durksen, T. (2025). A framework for teachers’ culturally responsive teaching beliefs: Links to motivation to teach Aboriginal curriculum and relationships with Aboriginal students. Teaching and Teacher Education, 161, 105020, https://doi.org/10.1016/j.tate.2025.105020
Collie, R.J., & Martin, A.J. (2024). Students’ perceived competence across academic and social-emotional domains: Unique roles in relation to autonomy-supportive teaching, academic engagement, and well-being. Learning and Individual Differences.
Collie, R.J., & Martin, A.J. (2024). Teachers’ motivation and engagement to harness generative AI for teaching and learning: The role of contextual, occupational, and background factors. Computers and Education: Artificial Intelligence, 6(2024), https://doi.org/10.1016/j.caeai.2024.100224.
Collie, R.J., & Martin, A.J. (2024). The academic and social-emotional flourishing framework. Learning and Individual Differences. https://doi.org/10.1016/j.lindif.2024.102523
Collie, R.J., & Martin, A.J. (2025). Teachers’ uptake of generative AI in teaching and learning: Important questions and answers. Social Psychology of Education, 28(1), 1-14, https://doi.org/10.1007/s11218-025-10052-6
Collie, R.J., Martin, A.J., & Gasevic, D. (2024). Teachers’ generative AI self-efficacy, valuing, and integration at work: Examining job resources and demands. Computers and Education, 7 (2024) 100333. https://doi.org/10.1016/j.caeai.2024.100333
Collie, R.J., Martin, A.J., Le, A., & Flesken, A. (2025). The process and prediction of school completion: A six-year longitudinal examination. Contemporary Educational Psychology, 81, 102367, https://doi.org/10.1016/j.cedpsych.2025.102367
Collie, R.J., Martin, A.J., Renshaw, L., & Caldecott-Davis, K. (2024). Students’ perceived social-emotional competence: The role of autonomy-support and links with well-being, social-emotional skills, and behaviors. Learning and Instruction, 90. 101866. https://doi.org/10.1016/j.learninstruc.2023.101866
Granziera, H., Collie, R.J., & Martin, A.J. (2024). The role of personal best goal setting and teaching style in homework behavior: An academic demands-resources perspective. Social Psychology of Education, 27, 2129-2142. https://doi.org/10.1007/s11218-024-09896-1
Granziera, H., Collie, R.J., Martin, A.J., & Caldecott-Davis, K. (2024). Adaptability and buoyancy: Investigating their unique associations with students’ wellbeing and academic achievement. Educational Psychology, 4 (9-10), 927-945. https://doi.org/10.1080/01443410.2024.2418637
Kennett, R., Martin, A.J., Pearson, J., Burns, E.C., & Collie, R.J. (2025). Challenge and threat appraisal of tests in high school: Integrating educational psychology and biopsychology improves understanding of how students take tests. Journal of Educational Psychology. https://doi.org/10.1037/edu0000964
Kitsantas, A., Bembenutty, H., Cleary, T.J., Alexander, P.A., DiBenedetto, M.K., Kaplan, A., Kolovelonis, A., Mandell, B., Martin, A.J., McCrudden, M.T., Panadero, E., Salisbury-Glennon, J.D., & Schunk, D.H. (2025). Barry J. Zimmerman’s enduring legacy: The inspiring fusion of self-regulated theory, practice, and mentorship. Educational Psychology Review, 37. https://doi.org/10.1007/s10648-025-10052-0
Martin, A.J. (2024). Growth goals: A review of the construct, predictors, consequences, and intervention. Advances in Motivation Science, 11, 123-169. https://doi.org/10.1016/bs.adms.2024.03.001
Martin, A.J., Bostwick, K., Burns, E.C., Munro-Smith, V., George, T., Kennett, R., & Pearson, J. (2024). A healthy breakfast each and every day is important for students’ motivation and achievement. Journal of School Psychology, 104 (2024). https://doi.org/10.1016/j.jsp.2024.101298
Martin, A.J., Bostwick, K.C.P., Durksen, T.L., Amazan, R., Lowe, K., & Weuffen, S. (2024). Teachers’ motivation to teach Aboriginal perspectives in the curriculum: Links with their Aboriginal students’ academic motivation. Australian Educational Researcher, 52,1637–1662. https://doi.org/10.1007/s13384-024-00779-0
Martin, A.J., & Collie, R.J. (2025). COVID-19 disruptions and students’ educational development: Harnessing the academic demands-resources framework to reflect on major research findings. Advances in Motivation and Achievement, 23.
Martin, A.J., Collie, R.J., Kennett, R., Liu, D., Ginns, P., Sudimantara, L.B., Dewi, E.W., & Rüschenpöhler, L. (2025). Integrating generative AI and load reduction instruction to individualize and optimize students’ learning. Learning and Individual Differences, 121 (2025), 102723, https://doi.org/10.1016/j.lindif.2025.102723
Martin, A.J., Collie, R.J., & Malmberg, L-E. (2024). Exploring the roles of academic, personal, and cultural demands and resources in immigrant students’ motivation, engagement, and achievement. Learning and Instruction, 92, 101903. https://doi.org/10.1016/j.learninstruc.2024.101903
Martin, A.J., Collie, R.J., Stephan, M., Flesken, A., Halcrow, F., & McCourt, B. (2024). The role of teaching support in assisting students’ transition to high school. Learning and Individual Differences, 109, 102382. https://doi.org/10.1016/j.lindif.2023.102382
Martin, A.J., Collie, R.J., Stephan, M., Flesken, A., Halcrow, F., & McCourt, B. (2024). What is the role of teaching support in students’ motivation and engagement trajectories during adolescence? A four-year latent growth modeling study. Learning and Instruction, 92(2024). https://doi.org/10.1016/j.learninstruc.2024.101910
Martin, A.J., Liem, G.A.D., Collie, R.J., Malmberg, L-E., & Mainhard, T. (2025). School-level academic and cultural demands and resources: Their role in immigrant students’ motivation and achievement. Journal of Educational Psychology. https://doi.org/10.1037/edu0000972
Martin, A.J., Sudimantara, L.B., & Dewi, E.W. (2025). Harnessing theory to make sense of large-scale secondary data in education: Applying the academic demands-resources framework. Education Sciences, 15(2), 256. https://doi.org/10.3390/educsci15020256
Martin, A.J., & Tam, H. (2024). What is the link between an early university entry offer and the academic and personal wellbeing outcomes of students in their final year of school? Learning and Individual Differences, 116 (2024) 102571. https://doi.org/10.1016/j.lindif.2024.102571
Sun, W., Evans, P., & Martin, A.J. (2024). Load reduction instruction: Exploring its applicability in a Chinese-speaking secondary school context. Teaching and Teacher Education, 148, 104689. https://doi.org/10.1016/j.tate.2024.104689
Yau, O., Martin, A.J., Ginns, P., & Collie, R.J. (2025). Gender differences in academic buoyancy: A meta-analysis. Learning and Individual Differences, 121, 102700, https://doi.org/10.1016/j.lindif.2025.102700

2022 – 2023

Bembenutty, H., Liem, G.A.D., Allen, K-A., King, R.B., Martin, A.J., Marsh, H.W., Craven, R.G., Kaplan, A., Schunk, D.H., DiBenedetto, M.K., & Datu, J.A. (2023). Remembering Dennis M. McInerney. Educational Psychology Review. 35:28. https://doi.org/10.1007/s10648-023-09743-3
Bostwick, K., Martin, A.J., Collie, R.J., Burns, E.C., Hare, N., Cox, S., Flesken, A., & McCarthy, I. (2022). Academic buoyancy in high school: A cross-lagged multilevel modeling approach exploring reciprocal effects with perceived school support, motivation, and engagement. Journal of Educational Psychology, 114(8), 1931-1949. https://doi.org/10.1037/edu0000753
Bostwick, K., Martin, A.J., Collie, R.J., & Durksen, T. (2022). Motivation in context: A multilevel examination of growth orientation across one year. Journal of Applied Developmental Psychology, 81, Article 101435. https://doi.org/10.1016/j.appdev.2022.101435
Burns, E.C., Collie, R.J., Van Bergen, P., & Martin, A.J. (2022). Intrapersonal and interpersonal psychosocial adjustment resources and achievement: A multilevel latent profile analysis of students and schools. Journal of Educational Psychology, 114(8), 1912-1930. https://doi.org/10.1037/edu0000726
Burns, E.C., Martin, A.J., Kennett, R., Pearson, J., & Munro-Smith, V. (2022). High school students’ out-of-school science participation: A latent class analysis and unique associations with science aspirations and achievement. Journal of Research in Science Teaching. https://doi.org/10.1002/tea.21806
Collie, R.J., Caldecott-Davis, K., & Martin, A.J. (2024). Academic buoyancy among female secondary school students: An examination of predictors and outcomes up to age 22. Social Psychology of Education, 27(2), 363–388. https://doi.org/10.1007/s11218-023-09843-6
Collie, R.J., & Martin, A.J. (2023). Teacher wellbeing and relatedness with students: Examining associations over one school term. Teaching and Teacher Education, 132 (2023), 104233. https://doi.org/10.1016/j.tate.2023.104233
Collie, R.J., Martin, A.J., Flesken, A., & McCourt, B. (2023). Personal agency among students from low socio-economic backgrounds: An examination of student profiles, perceived teaching support, and achievement. Social Psychology of Education, 2023, 1-32. https://doi.org/10.1007/s11218-023-09881-0
Danker, J., Strnadova, I., Tso, M., Loblinzk, J., Cumming, T., & Martin, A.J. (2023). “It will open your world up”: The role of mobile technology in promoting social inclusion among adults with intellectual disabilities. British Journal of Learning Disabilities, 51(2), 135-147. https://doi.org/10.1111/bld.12500
Evans, P., & Martin, A.J. (2023). Load reduction instruction: Multilevel effects for motivation, engagement, and achievement in mathematics. Educational Psychology, 43(10), 1125-1143. https://doi.org/10.1080/01443410.2023.2290442
Ginns, P., Martin, A.J. Freebody, K., Anderson, M., & O’Connor, P. (2023). Creative self-beliefs among children and adolescents. Australian Journal of Education. https://doi.org/10.1177/00049441231177097
Granziera, H., Collie, R.J., & Martin, A.J. (2022). Teacher well-being: A complementary analytic approach. Contemporary Educational Psychology, 71, Article 102121. https://doi.org/10.1016/j.cedpsych.2022.102121
Granziera, H., Liem, G.A.D., Chong, W.H., Martin, A.J., Collie, R.J., Bishop, M., & Tynan, L. (2022). The role of teachers’ instrumental and emotional support in students’ academic buoyancy, engagement, and academic skills: A study of high school and elementary school students in different national contexts. Learning and Instruction, 80, Article 101619. https://doi.org/10.1016/j.learninstruc.2022.101619
Granziera, H., Martin, A.J., & Collie, R.J. (2023). Teacher wellbeing and student achievement: A multilevel analysis. Social Psychology of Education, 1-13. https://doi.org/10.1007/s11218-022-09751-1
Granziera, H., Collie, R.J., Martin, A.J., & Nassar, N. (2023). Behavioral self-regulation among children with hyperactivity and inattention in the first year of school: A population-based latent profile analysis and links with later ADHD diagnosis. Journal of Educational Psychology, 115(4), 523–538. https://doi.org/10.1037/edu0000677
Marsh, H.W., Dicke, T., Riley, P., Parker, P.D., Guo, J., Basarkod, G., & Martin, A.J. (2022). School principals’ mental health and well-being under threat: A longitudinal analysis of workplace demands, resources, burnout, and well-being. Applied Psychology: Health and Well-Being. http://doi.org/10.1111/aphw.12423
Martin, A.J. (2023). Integrating motivation and instruction: Towards a unified approach in educational psychology. Educational Psychology Review, 54, 1-35. https://doi.org/10.1007/s10648-023-09774-w
Martin, A.J. (2023). University students’ motivation and engagement during COVID-19: The roles of lockdown, isolation, and remote learning, Australian Journal of Education, 67(2), 163-180. https://doi.org/10.1177/00049441231179791
Martin, A.J., Balzer, B., Garden, F., Handelsman, D.J., Hawke, C., Luscombe, G., Paxton, K., Skinner, R., & Steinbeck, K.S. (2022). The role of motivation and puberty hormones in adolescents’ academic engagement and disengagement: A latent growth modelling study. Learning and Individual Differences, 100, Article 102213. https://doi.org/10.1016/j.lindif.2022.102213
Martin, A.J., Burns, E.C., Collie, R.J., Bostwick, K.C.P., Flesken, A., & McCarthy, I. (2022). Growth goal setting in high school: A large-scale study of perceived instructional support, personal background attributes, and engagement outcomes. Journal of Educational Psychology, 114(4), 752-771. http://dx.doi.org/10.1037/edu0000682
Martin, A.J., Burns, E.C., Collie, R.J., Cutmore, M., Macleod, S., & Donlevy, V. (2022). The role of engagement in immigrant students’ academic resilience. Learning and Instruction, 82. Article 101650. https://doi.org/10.1016/j.learninstruc.2022.101650
Martin, A.J., Collie, R.J., & Holliman, A.J. (2023). The role of health demands, health resources, and adaptability in psychological strain and life satisfaction, 40(3), 1-14. Stress and Health. http://doi.org/10.1002/smi.3341
Martin, A.J., Ginns, P., & Collie, R.J. (2023). University students in COVID-19 lockdown: The role of adaptability and fluid reasoning in supporting their academic motivation and engagement. Learning and Instruction, 83. Article 101712. https://doi.org/10.1016/j.learninstruc.2022.101712
Martin, A.J., Ginns, P., Nagy, R.P., Collie, R.J., & Bostwick, K.C.P. (2023). Load reduction instruction in mathematics and English classrooms: A multilevel study of student and teacher reports. Contemporary Educational Psychology, 72, 102147. https://doi.org/10.1016/j.cedpsych.2023.102147
Martin, A.J., Malmberg, L-E., Pakarinen, E., Mason, L., & Mainhard, T. (2023). The potential of biophysiology for understanding motivation, engagement, and learning experiences. British Journal of Educational Psychology, 93, 1-9. https://doi.org/10.1111/bjep.12584
Nagy, R.P., Martin, A.J., & Collie, R.J. (2022). Disentangling motivation and engagement: Exploring the role of effort in promoting greater conceptual and methodological clarity. Frontiers in Psychology (Educational Psychology), 13, Article 1045717. https://doi.org/10.3389/fpsyg.2022.1045717

2020 – 2021

Bostwick, K., Collie, R.J., Martin, A.J., & Durksen, T. (2020). Teacher, classroom, and student growth orientation in mathematics: A multilevel examination of growth goals, growth mindset, engagement, and achievement. Teaching and Teacher Education, 94, Article 103100.
Burns, E.C., Martin, A.J., & Collie, R.J. (2021). A future time perspective understanding of high school students’ engagement and disengagement: A longitudinal investigation. Journal of School Psychology, 84, 109-123. https://doi.org/10.1016/j.jsp.2020.12.003
Burns, E.C., Martin, A.J., & Collie, R.J. (2020). Supporting and thwarting interpersonal dynamics and student achievement: A multi-level examination of PISA 2015. International Journal of Research and Method in Education, 43(4), 364-378.
Burns, E.C., Martin, A.J., Collie, R.J., & Mainhard, T. (2021). Perceived classroom disruption undermines the positive educational effects of perceived need-supportive teaching in science. Learning and Instruction, 75. Article 101498. https://doi.org/10.1016/j.learninstruc.2021.101498
Burns, E.C., Martin, A.J., & Evans, P. (2021). The role of teacher feedback-feedforward and personal best goal setting in students’ mathematics achievement: A goal setting theory perspective. Educational Psychology, 41(7), 825-843. https://doi.org/10.1080/01443410.2019.1662889
Burns, E. C., Martin, A.J., Kennett, R.K., Pearson, J., & Munro-Smith, V. (2021). Optimizing science self-efficacy: A multilevel examination of the moderating effects of anxiety on the relationship between self-efficacy and achievement in science. Contemporary Educational Psychology. https://doi.org/10.1016/j.cedpsych.2020.101937
Burns, E.C., Martin, A.J., Mansour, M., Anderson, M., Gibson, R., & Liem, G.A.D. (2020). Motivational processes that support arts participation: An examination of goal orientations and aspirations. Psychology of Aesthetics, Creativity, and the Arts, 14(4), 384–400. https://doi.org/10.1037/aca0000242
Collie, R.J., Bostwick, K., & Martin, A.J. (2020). Perceived autonomy support, relatedness with students, and workplace outcomes: An investigation of differences by teacher gender. Educational Psychology, 40, 253-272.
Collie, R.J., Granziera, H., & Martin, A.J. (2020). School principals’ workplace well-being: A multi-nation examination of the role of their job resources and job demands. Journal of Educational Administration, 58(4), 417-433.
Collie, R.J., Granziera, H., Martin, A.J., Burns, E.C., & Holliman, A. (2020). Adaptability among science teachers in schools: A multi-nation examination of its role in school outcomes. Teaching and Teacher Education, 26(3-4), 350-364. https://doi.org/10.1080/13540602.2020.1832063
Collie, R.J., Guay, F., Martin, A.J., Caldecott-Davis, K. & Granziera, H. (2020). Examining the unique roles of adaptability and buoyancy in teachers’ work-related outcomes. Teachers and Teaching: Theory and Practice, 26(3-4), 350-364. https://doi.org/10.1080/13540602.2020.1832063
Collie, R. J., Malmberg, L.-E., Martin, A. J., Sammons, P., & Morin, A. J. S. (2020). A multilevel person-centered examination of teachers’ workplace demands and resources: Links with work-related well-being. Frontiers in Psychology (Educational Psychology), 11, Article 626, https://doi.org/10.3389/fpsyg.2020.00626
Collie, R. J., Martin, A. J., Morin, A. J. S., Malmberg, L.-E., & Sammons, P. (2021). A multilevel person-centered examination of teachers’ workplace experiences: Replication and extension with links to instructional support and achievement. Frontiers in Psychology (Educational Psychology), 12, Article 711173, https://doi.org/10.3389/fpsyg.2021.711173
Fleming, J., Gibson, R., Anderson, M., Martin, A.J., & Sudmalis, D. (2020). Quality teaching frameworks and arts education: Seeking a compatible approach. Journal of Curriculum Studies, 52(6), 840-856. https://doi.org/10.1080/00220272.2020.1720299
Granziera, H., Collie, R.J., Martin, A.J., & Nassar, N. (2021). Behavioral self-regulation among children with hyperactivity and inattention in the first year of school: A population-based latent profile analysis and links with later ADHD diagnosis. Journal of Educational Psychology. https://doi.org/10.1037/edu0000677
Holliman, A., Waldeck, D., Jay, B., Murphy, S., Atkinson, E., Collie, J., & Martin, A.J. (2021). Adaptability and social support: Examining links with psychological wellbeing among UK students and non-students. Frontiers in Psychology (Educational Psychology), 12, 205. https://doi.org/10.3389/fpsyg.2021.636520
Lain, S.J., Wiley, V., Jack, M., Martin A.J., Wilcken, B, & Nassar, N. (2021). Association of elevated neonatal thyroid-stimulating hormone levels with school performance and stimulant prescription for attention deficit hyperactivity disorder in childhood. European Journal of Pediatrics, 180(4),1073-1080. https://doi.org/10.1007/s00431-020-03828-9
Martin, A.J., Burns, E.C., Kennett, R., Pearson, J., & Munro-Smith, V. (2021). Boarding and day school students: A large-scale multilevel investigation of academic outcomes among students and classrooms. Frontiers in Psychology (Educational Psychology), 11:608949. https://doi.org/10.3389/fpsyg.2020.608949
Martin, A.J., Collie, R.J., & Nagy, R.P. (2021). Adaptability and high school students’ online learning during COVID-19: A job demands-resources perspective. Frontiers in Psychology (Educational Psychology), 12: 702163. https://doi.org/10.3389/fpsyg.2021.702163
Martin, A.J., Ginns, P., Anderson, M., Gibson, R., & Bishop, M. (2021). Motivation and engagement among Indigenous (Aboriginal Australian) and non-Indigenous students. Educational Psychology, 41, 424-445. https://doi.org/10.1080/01443410.2021.1879994
Martin, A.J., Ginns, P., Burns, E.C., Kennett, R., Munro-Smith, V., Collie, R.J., & Pearson, J. (2021). Assessing instructional cognitive load in the context of students’ psychological challenge and threat orientations: A multi-level latent profile analysis of students and classrooms. Frontiers in Psychology (Educational Psychology), 12, Article 656994, https://doi.org/10.3389/fpsyg.2021.656994
Martin, A.J., Ginns, P., Burns, E.C., Kennett, R., & Pearson, J. (2021). Load reduction instruction in science and students’ science engagement and science achievement. Journal of Educational Psychology, 113(6), 1126–1142. https://doi.org/10.1037/edu0000552
Martin, A.J., Kennett, R., Pearson, J., Mansour, M., Papworth, B., & Malmberg, L-E. (2021). Challenge and threat appraisals in high school science: Investigating the roles of psychological and physiological factors. Educational Psychology, 41(5), 618-639. https://doi.org/10.1080/01443410.2021.1887456
Martin, A.J., Mansour, M., & Malmberg, L-E. (2020). What factors influence students’ real-time motivation and engagement? An experience sampling study of high school students using mobile technology. Educational Psychology, 40(9), 1113-1135. https://doi.org/10.1080/01443410.2018.1545997
Martin, A.J., & Marsh, H.W. (2020). 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, 44(4), 301-312.
Martin, A.J., Strnadová, I., Hájková, V., N?mec, Z., & Kv?to?ová, L. (2021). Teaching assistants working with students who have a disability: The role of adaptability in enhancing their workplace outcomes. International Journal of Inclusive Education. 25(5), 565-587. https://doi.org/10.1080/13603116.2018.1563646
Martin, A.J., Strnadová, I., Loblinzk, J., Danker, J., & Cumming, T.M. (2021). The role of mobile technology in promoting social inclusion among adults with intellectual disabilities. Journal of Applied Research in Intellectual Disabilities, 34, 840-851. https://doi.org/10.1111/jar.12869
Skilling, K., Bobis, J., & Martin, A. J. (2020). The “ins and outs” of student engagement in mathematics: Shifts in engagement factors among high and low achievers. Mathematics Education Research Journal, 1-25.

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., N?mec, Z., & Kv?to?ová, 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.