Professor Andrew Martin

BA(Hons)(Sydney), MEd(Hons)(Sydney), PhD(UWS)

Honorary Professor

Email:

Phone: +61 2 9351 6273

Fax: +61 2 9351 2606

Building.Room: A35.919

Research interests

Learning sciences; psychology of education

  • Learning, cognition and motivation


Keywords

motivation, engagement, achievement, quantitative methods



Professional biography

Andrew Martin, BA (Hons), MEd (Hons), PhD, is Professorial Research Fellow and Australian Research Council Future Fellow at the University of Sydney specializing in motivation, engagement, achievement, and quantitative research methods. He is also Honorary Senior Research Fellow in the Department of Education, University of Oxford and President Elect, International Association of Applied Psychology – Division 5 Educational, Instructional, and School Psychology. Andrew is a Registered Psychologist recognized for psychological and educational research in achievement motivation and for the quantitative methods 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 boys' education, gifted and talented, academic resilience and academic buoyancy, personal bests, pedagogy, parenting, teacher-student relationships, and Aboriginal education. Andrew’s research also bridges other disciplines through assessing motivation and engagement in sport, music, and work. 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 journal articles, chapters, and papers in published conference proceedings, written 3 books for parents and teachers (published in 5 languages), compiled 12 commissioned government reports, has won 11 Australian Research Council (and National Health and Medical Research Council) grants as well as international funding (eg. Spencer Foundation) and 15 government and non-government research tenders. He is Associate Editor of British Journal of Educational Psychology, immediate-past Associate Editor of Journal of Educational Psychology, and on Editorial Boards of 3 international journals (Journal of Educational Psychology; American Educational Research Journal; Contemporary Educational Psychology). Andrew has delivered over 150 invited/keynote presentations, and in the past 10 years his work has been featured in over 250 radio, television, newspaper, newsletter, and web outlets. 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). Prior to 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. In 2002, 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.



Awards

  • 2011-2013: Honorary Senior Research Fellow (Department of Education), University of Oxford

    2011: Visiting Senior Research Fellow (Department of Education) and Visiting Fellow (St Cross College), University of Oxford

    2010-2014: President Elect, International Association of Applied Psychology – Division 5 Educational, Instructional, and School Psychology.

    2010-2014: Australian Research Council Future Fellowship.

    2010-2013:  Invited Inaugural Honorary Associate, Australian Guidance and Counselling Association (NSW)

    2010: Visiting Professor, Hong Kong Institute of Education

    2009: Named in Top 25 of International Rankings of the Most Productive Educational Psychologists (Source: Jones et al., Contemporary Educational Psychology, 2010).  

    2008: 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).

    2007-2008: Visiting Senior Research Fellow, Department of Education, University of Oxford

    2007-2008: Visiting Fellow, St Cross College, University of Oxford

    2006: Invited Member of the College of Educational and Developmental Psychologists, Australian Psychological Society

    2003: Listed in The Bulletin magazine’s ‘SMART 100 Australians’ (and in the Top 10 in the field of Education)

    2003: Outstanding Contribution to Rotary Youth Program of Enrichment (RYPEN), Rotary Australia

    2001/2002: Most Outstanding Educational Psychology PhD by Division 15 of American Psychological Association

    1999/2000: Most Outstanding PhD in Education by Australian Association for Research in Education



Professional and community roles

  • Associate Editor, British Journal of Educational Psychology

  • Editorial Board, Contemporary Educational Psychology

  • Board Member, International Association of Applied Psychology – Division 5 Educational, Instructional, and School Psychology

  • Editorial Board, Australian Educational and Developmental Psychologist

  • Editorial Board, Journal of Educational Psychology

  • Editorial Board, Australian Journal of Guidance and Counselling



Current projects

  • $447,000 from Australian Research Council (ARC Discovery Grant) investigating children’s and young people’s adaptability (DP0986689: The Millennium Child: New Frontiers in Understanding the Adaptability of Children and Young People).
  • $344,000 from Australian Research Council (ARC Linkage Grant) and the Australia Council for the Arts with Faculty of Education and Social Work (University of Sydney) colleagues (M. Anderson & R. Gibson) investigating the role of arts education in school students’ academic motivation, engagement, and achievement (LP0989687: The Role of Arts Education in Academic Motivation, Engagement, and Achievement).
  • $180,000 from Australian Research Council (ARC Linkage Grant) with University of Sydney colleague (P. Ginns) and the Australasian Boarding Schools Association investigating the effects of boarding school on academic and non-academic outcomes (LP0990853: Exploring the Effects of Boarding School on Academic and Non-academic Outcomes: A Longitudinal Study of Boarding and Day Students).
  • $280,000 from Australian Research Council (ARC Linkage Grant) with University of Sydney and University of Western Sydney colleagues (R. Craven & A. Yeung), Unilever Australasia, and Learning Links investigating literacy interventions among primary school-aged students (LP0669256: Positive Pathways to Reading for Disadvantaged Children).
  • $136,000 from Australian Research Council (ARC Linkage Grant) with Faculty of Education and Social Work (University of Sydney) colleagues (J. Bobis, J. Anderson, & J. Way) and Catholic Education Office investigating mathematics achievement and engagement among middle school students (LP0776843: Middle Years Transition, Engagement and Achievement in Mathematics — The MYTEAM Project).
  • $285,000 from Australian Research Council (ARC Discovery Grant) with University of Western Sydney colleagues (H. Marsh & D. McInerney) investigating student motivation and engagement (DP0556084: Maximising Real Educational ACHievement – The REACH Project).
  • $788,000 from Australian Research Council (ARC Future Fellowship) investigating students’ academic resilience and academic buoyancy (FT0991314: Academic Buoyancy and Academic Resilience: New Approaches to Examining and Understanding Adversity and Setback in the Academic Domain).
  • US$37,000 from U.S. Spencer Foundation with University of Sydney (D. Bottrell & D. Armstrong) and University of Dalhousie (M. Ungar) colleagues for an investigation of resilience and young people, service provision, and engagement with education.
  • $975,000 (as Associate Investigator) from National Health and Medical Research Council (NHMRC) with University of Sydney Chief Investigators (K. Steinbeck et al.) examining how changes over time in puberty hormones affect universal and risk behaviours, mental health, education, and physical status in adolescents (1003312: Adolescent Rural Cohort Study Hormones, Health, Education, Environments and Relationships).
  • $476,000 from National Health and Medical Research Council (NHMRC) with University of Sydney Chief Investigators (N Nassar, CL Roberts, B Wilcken, M Jack, V Wiley, C Algert) examining infant thyroid hormone levels and long-term child health and school achievement (APP1050688: Infant Thyroid Hormone Levels and Long-term Child Health and School Achievement)


Selected publications

Books

  • Martin, A.J. (2010). Building Classroom Success: Eliminating Academic Fear and Failure. New York: Continuum.
  • Martin, A.J. (2005). How to Help Your Child Fly Through Life: The 20 Big Issues. Sydney: Bantam.
  • Martin, A.J. (2003). How to Motivate Your Child for School and Beyond. Sydney: Bantam.

Book chapters

  • Parker, P.D., Martin, A.J., & Dicke, T. (in press). Occupational well-being and motivation of those in the helping professions. In A.C. Michalos (Ed.), Encyclopedia of Quality of Life Research New York: Springer.
  • Martin, A.J., Ginns, P., Papworth, B., & Nejad, H. (in press). The role of academic buoyancy in Aboriginal/Indigenous students’ educational intentions: Sowing the early seeds of success for post-school education and training. In R.G. Craven & J. Mooney (Ed.), Seeding success in Indigenous Australian higher education Bingley, UK: Emerald.
  • Martin, A.J., Ginns, P., Papworth, B., & Nejad, H. (in press). Aboriginal/Indigenous students in high school: Understanding their motivation, engagement, academic buoyancy, and achievement. In G.A.D. Liem & A. Bernardo (Ed.), A cross-cultural perspective of key issues in educational psychology: A Festschrift for Dennis McInerney Charlotte, NC: Information Age Publisher.
  • Liem, G.A.D., & Martin, A.J. (in press). Latent variable modelling in educational psychology: Insights from a motivation and engagement research program. In M.S. Khine (Ed.), Applications of Structural Equation Modeling in Education and Learning Environments Research London: Springer.
  • Martin, A.J. (in press). A unified approach to motivation and engagement: The Motivation and Engagement Wheel – ‘Extension Study’ section. In D.M. McInerney (Ed.), Educational Psychology: Constructing Learning (6th Edition). Sydney: Pearson. (8th ed.,), Sydney: Pearson.
  • Munns, G., & Martin, A.J. (in press). Me, my classroom, my school: A mixed-methods study of the meE Framework of motivation, engagement, and academic development. In G.A.D. Liem & A. Bernardo (Ed.), A cross-cultural perspective of key issues in educational psychology: A Festschrift for Dennis McInerney Charlotte, NC: Information Age Publishing.
  • Martin, A.J. (2014). Motivation to learn. In A Holliman (Ed.), The Routledge international companion to educational psychology London: Routledge.
  • Martin, A.J. (2013). Goal setting, personal best (PB) goals, and academic achievement. In J. Hattie & E. Anderman (Ed.), International Guide to Student Achievement Oxford: Routledge.
  • Martin, A.J. (2013). Goal orientation and academic achievement. In J. Hattie & E. Anderman (Ed.), International Guide to Student Achievement Oxford: Routledge.
  • Martin, A.J. (2013). Family-school partnerships and academic achievement. In J. Hattie & E. Anderman (Ed.), International Guide to Student Achievement Oxford: Routledge.
  • Martin, A.J. (2013). The Personal Proficiency Network: Key self-system factors and processes to optimize academic development. In D.M. McInerney, H.W. Marsh., R.G. Craven, & F. Guay (Ed.), Theory driving research: New wave perspectives on self-processes and human development Charlotte, NC: Information Age Publishing.
  • Martin, A.J. (2013). Male involvement in young children’s lives: Roles and relevance to academic and non-academic outcomes in the Australian context. In J. Pattnaik (Ed.), Father/male involvement in young children's lives: National and international contexts New York: Springer.
  • Martin, A.J. (2013). Television and academic achievement. In J. Hattie & E. Anderman (Ed.), International Guide to Student Achievement Oxford: Routledge.
  • Liem, G.A.D., & Martin, A.J. (2013). Direct instruction and academic achievement. In J. Hattie & E. Anderman (Ed.), International Guide to Student Achievement Oxford: Routledge.
  • Martin, A.J. (2012). Motivation and engagement: Conceptual, operational and empirical clarity. In S. Christenson, A. Reschly, & C. Wylie (Ed.), Handbook of Research on Student Engagement (pp. 303–311), New York: Springer.
  • Marsh, H., Xu, K., & Martin, A.J. (2012). Self-concept: A synergy of theory, method, and application. In K. Harris., S. Graham., & T. Urdan (Ed.), APA Educational Psychology Handbook Washington, DC: American Psychological Association.
  • Martin, A.J. (2012). Preparation, perseverance, and performance in music: Views from a program of educational psychology research. In G. McPherson & G. Welch (Ed.), Oxford Handbook of Music Education Oxford: Oxford University Press.
  • Martin, A.J. (2012). Grade retention: Effects on academic and non-academic development. In R.J.R. Levesque (Ed.), Encyclopedia of Adolescence (pp. 1207–1212), New York: Springer.
  • Martin, A.J. (2012). Adaptability and learning. In N.M. Seel (Ed.), Encyclopedia of the Sciences of Learning (pp. 90–92), New York: Springer.
  • Martin, A.J. (2012). Motivation enhancement. In N.M. Seel (Ed.), Encyclopedia of the Sciences of Learning (pp. 2339–2342), New York: Springer.
  • Martin, A.J. (2012). Attention Deficit Hyperactivity Disorder (ADHD), perceived competence, and self-worth: Evidence and implications for students and practitioners. In D. Hollar (Ed.), Handbook on Children with Special Health Care Needs (pp. 47–72), New York: Springer.
  • Martin, A.J. (2012). Attention Deficit Hyperactivity Disorder (ADHD). In N.M. Seel (Ed.), Encyclopedia of the Sciences of Learning (pp. 360–361), New York: Springer.
  • Martin, A.J. (2012). Fear of failure. In N.M. Seel (Ed.), Encyclopedia of the Sciences of Learning (pp. 1276–1278), New York: Springer.
  • Martin, A.J. (2012). Resilience and learning. In N.M. Seel (Ed.), Encyclopedia of the Sciences of Learning (pp. 2846–2848), New York: Springer.
  • Martin, A.J. (2012). Enhancing motivation. In J. Barletta & J. Bond (Ed.), The home therapist: A psychological first aid manual Sydney: Australian Academic Press.
  • Martin, A.J. (2011). Preface. In R. McAlpine (Ed.), Inspired children: How the leading minds of today raise their children Sydney: Sydney University Press.
  • Middleton, C., Martin, A.J., & Marsh, H. (2011). Development and validation of the Mental Toughness Inventory (MTI): A construct validation approach. In D. Gucciardi & S. Gordon (Ed.), Mental toughness in sport: Developments in research and theory (pp. 91–107), London: Routledge.
  • Ginns, P., Liem, G. & Martin, A.J. (2011). The role of personality in learning processes and learning outcomes in applied settings. In S. Boag & N. Tiliopoulos (Ed.), Personality and intelligence: Theory, assessment and applications Hauppauge, NY: Nova Science Publishers.
  • Bobis, J., Anderson, J., Martin, A.J., & Way, J. . (2011). A model for mathematics instruction to enhance student motivation and engagement. In D.J. Brahier (Ed.), Motivation and disposition: Pathways to learning mathematics Reston, VI: National Council of Teachers of Mathematics (NCTM).
  • Martin, A.J., Green, J., Colmar, S., Liem, G., & Marsh, H. (2011). Quantitative modelling of correlational and multilevel data in educational research: A construct validity approach to exploring and testing theory. In L. Markauskaite, P. Freebody, & J. Irwin (Ed.), Methodological choices and research designs for educational and social change: Linking scholarship, policy and practice Dordrecht: Springer.
  • Martin, A.J. (2010). Multidimensional motivation and engagement: The Motivation and Engagement Wheel – 'Extension Study' section.. In D. M. McInerney & V. McInerney (Ed.), Educational Psychology: Constructing Learning. (5th ed., pp. 238–241), Sydney: Pearson.
  • Marsh, H, Cheng, J, Martin, A.J. (2008). How we judge ourselves from different perspectives: Contextual influences on self-concept formation. In Maehr, M., Urdan, T. & Karabenick, S. (Ed.), Advances in Motivation and Achievement. Vol. 15. (Vol. 15, pp. 315–356), New York: Elsevier.
  • Marsh, H, Craven, R, Martin, A.J. (2006). What is the Nature of Self-Esteem? Unidimensional and Multidimensional Perspectives. In Michael Kernis (Ed.), Self-esteem: Issues and Answers (Vol. 1,), New York: Psychology Press.
  • Marsh, H, Martin, A.J., Hau, K. (2006). A Multiple Method Perspective on Self-Concept Research in Educational Psychology: A Construct Validity Approach. In Michael Eid & Ed Diener (Ed.), Handbook of Multimethod Measurement in Psychology Washington D.C.: American Psychological Association.
  • Martin, A.J., Marsh, H, Williamson, A, Debus, R. (2005). Fear of Failure in Students’ Academic Lives: Exploring the Roles of Self-handicapping and Defensive Pessimism from Longitudinal, Multidimensional, and Qualitative Perspectives. In Marsh, H.W., Craven, R.G. & McInerney, D.M. (Ed.), International Advances in Self Research. Vol 2 (Vol. 2, pp. 357–386), Greenwich, CT: IAP: Information Age Publishing.
  • Martin, A.J. (2005). The Student Motivation and Engagement Wheel – ‘Researcher in Profile’ Section. In Dennis M. McInerney & Valentina McInerney (Ed.), Educational Psychology: Constructing Learning Frenchs Forest, N.S.W.: Pearson Education Australia.
  • Marsh, H, Martin, A.J., Debus, R. (2001). Individual Differences in Verbal and Math Self-perceptions: One Factor, Two Factors, or Does it Depend on the Construct?. In R. Riding & S. Rayner (Ed.), Self Perception United States: Greenwood Publishing.

Journal articles

  • Ginns, P., Martin, A.J., & Papworth, B. (in press). Student learning theory goes (back) to (high) school. Instructional Science.
  • Malmberg, L-E., Woolgar, C., & Martin, A.J. (in press). Quality of the Learning Experience Questionnaire (LEQ) for Personal Digital Assistants (PDAs). International Journal of Quantitative Research in Education.
  • Martin, A.J. (in press). Academic buoyancy and academic resilience: Exploring ‘everyday’ and ‘classic’ resilience in the face of academic adversity. School Psychology International.
  • Martin, A.J. (in press). 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.
  • Martin, A.J., Nejad, H.G., Colmar, S., & Liem, G.A.D. (in press). Adaptability: How students’ responses to uncertainty and novelty predict their academic and non-academic outcomes. Journal of Educational Psychology.
  • Liem, G.A.D., Martin, A.J., Anderson, M., Gibson, R., & Sudmalis, D. (in press). The role of arts-related information and communication technology (ICT) use in problem solving and achievement: Findings from the Programme for International Student Assessment (PISA). Journal of Educational Psychology.
  • Ginns, P., Martin, A.J., & Marsh, H.W. (in press). Designing instructional text in a conversational style: A meta-analysis. Educational Psychology Review.
  • Martin, A.J. Mansour, M., Anderson, M., Gibson, R., Liem, G.A.D., & Sudmalis, D. (in press). 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.
  • Martin, A.J., Yu, K., & Hau, K-T. (in press). Motivation and engagement in the ‘Asian Century’: A comparison of Chinese students in Australia, Hong Kong, and Mainland China. Educational Psychology.
  • 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. 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. 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.
  • 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.
  • 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.
  • Martin, A.J., Nejad, H., Colmar, S., & Liem, G. (2012). Adaptability: Conceptual and empirical perspectives on responses to change, novelty and uncertainty. Australian Journal of Guidance and Counselling, 22, 58–81.
  • Martinez, C., Martin, A.J., Liem, G., & 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.
  • Martin, A.J., Liem, G., 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.
  • 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.
  • 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.
  • Parker, P., 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.
  • 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.
  • Martin, A.J., Anderson, M., & Adams, R-J. (2012). What determines young people’s engagement with performing arts events?. Leisure Sciences, 34, 314–331.
  • Green, J., Liem., G. Martin, A.J., Colmar, S., Marsh, H., & McInerney, D. (2012). Academic motivation, self-concept, engagement, and performance in high school: Key processes from a longitudinal perspective. Journal of Adolescence, 35, 1111–1122.
  • 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.
  • Liem, G., & Martin, A.J. (2012). The Motivation and Engagement Scale: Theoretical framework, psychometric properties, and applied yields. Australian Psychologist, 47, 3–13.
  • 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.
  • 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.
  • Martin, A.J. (2011). Prescriptive statements and educational practice: What can Structural Equation Modeling (SEM) offer?. Educational Psychology Review, 23, 235–244.
  • Marsh, H., Liem, G., Martin, A.J., Nagengast, B., & Morin, A. (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.
  • Marsh, H., Ginns, P., Morin, A., Nagengast, B., & Martin, A.J. (2011). Use of student ratings to benchmark universities: Multilevel modeling of responses to the Australian Course Experience Questionnaire (CEQ). Journal of Educational Psychology, 103, 733–748.
  • Li, H., Martin, A.J., Armstrong, D., & Walker, R. (2011). Risk, protection, and resilience in Chinese adolescents: A psycho-social study. Asian Journal of Social Psychology, , 269–282.
  • 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., 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. (2011). Courage in the classroom: Exploring a new framework predicting academic performance and engagement. School Psychology Quarterly, 26, 145–160.
  • Martin, A.J. (2011). Holding back and holding behind: Grade retention and students’ non-academic and academic outcomes. British Educational Research Journal, 37, 739–764.
  • Liem, G., Martin, A.J., Nair, E., Bernardo, A., & Prasetya, 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.
  • Marsh, H., & Martin, A.J. (2011). Academic self-concept and academic achievement: Relations and causal ordering. British Journal of Educational Psychology, 81, 59–77.
  • Liem, G., & 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.
  • Parker, P., & Martin, A.J. (2011). Clergy motivation and occupational well-being: Exploring a quadripolar model and its role in predicting burnout and engagement.. Journal of Religion and Health., 50, 656–674.
  • Parker, P., Martin, A.J., Martinez, C., Marsh, H., & Jackson, S. (2010). Stages of change in physical activity: A validation study in late adolescence. Health Education and Behavior, 37, 318–329.
  • 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., Marsh, H. Cheng, J., & Ginns, P. (2010). Fathers and male teachers: Effects on boys’ academic and non-academic development.. Childhood Education, 86, 404–408.
  • Martin, A.J., Liem., G., Coffey, L., Martinez, C., Parker, P., Marsh, H., & 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.
  • Parker, P., Martin, A.J., Martinez, C., Marsh, H., & Jackson, S. (2010). Longitudinal approaches to Stages of Change measurement: Effects on cognitive and behavioral physical activity factors. Measurement and Evaluation in Counseling and Development, 43, 108–120.
  • Martin, A.J., Malmberg, L-E., & Liem, G. (2010). Multilevel motivation and engagement: Assessing construct validity across students and schools. Educational and Psychological Measurement, 70, 973–989.
  • 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. (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., & Liem, G. (2010). Academic Personal Bests (PBs), engagement, and achievement: A cross-lagged panel analysis. Learning and Individual Differences, 20, 265–270.
  • 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.
  • Marsh, H., Martin, A.J., & Jackson, S. (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.
  • Martin, A.J. Colmar, S. Davey, L. & Marsh, H. (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. (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.
  • 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.
  • 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., & 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., & Marsh, H. (2009). Academic resilience and academic buoyancy: Multidimensional and hierarchical conceptual framing of causes, correlates, and cognate constructs. Oxford Review of Education, 35, 353–370.
  • Liem, G., Martin, A.J., Nair, E., Bernardo, A., & Prasetya, P. (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.
  • Martin, A.J., Marsh, H., McInerney, D., & 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.
  • Parker, P., & 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.
  • 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., Marsh, H. (2008). Academic buoyancy: Towards an understanding of students’ everyday academic resilience. Journal of School Psychology, 46, 53–83.
  • Martin, A.J., Marsh, H, Debus, R, Malmberg, L. (2008). Performance and mastery orientation of high school and university/college students: A Rasch perspective. Educational and Psychological Measurement, 68(3), 464–487.
  • Martin, A.J., Marsh, H. (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. (2008). Motivation and Engagement in Music and Sport: Testing a Multidimensional Framework in Diverse Performance Settings. Journal of Personality, 76(1), 135–170.
  • Martin, A.J. (2008). Enhancing student motivation and engagement: The effects of a multidimensional intervention. Contemporary Educational Psychology, 33(2), 239–269.
  • Marsh, H, 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(1), 78–95.
  • 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.
  • Parker, P, Martin, A.J., Marsh, H. (2008). Factors predicting life satisfaction: A process model of personality, multidimensional self-concept, and life satisfaction. Australian Journal of Guidance and Counselling, 18(1), 15–29.
  • Martin, A.J., Jackson, S. (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.
  • Parker, P, Martin, A.J. (2008). Personal capacity building for the human services: The roles of curriculum and individual differences in predicting self-concept in college/university students. Learning and Individual Differences, 18, 486–491.
  • Jackson, S, Martin, A.J., Eklund, R. (2008). Long and short measures of flow: Examining construct validity of the FSS-2, DFS-2, and new brief counterparts. Journal of Sport & Exercise Psychology , 30, 561–587.
  • Martin, A.J. (2008). Motivation and engagement in diverse performance settings: Testing their generality across school, university/college, work, sport, music, and daily life. Journal of Research in Personality, 42, 1607–1612.
  • 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.
  • Green, J, Martin, A.J., Marsh, H. (2007). Motivation and engagement in English, mathematics and science high school subjects: Towards an understanding of multidimensional domain specificity. Learning and Individual Differences, 17(3), 269–279.
  • Martin, A.J., Marsh, H, McInerney, D, 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(2), 109–125.
  • Martin, A.J. (2006). A motivational psychology for the education of indigenous Australian students. Australian Journal of Indigenous Education, 35(2006), 30–43.
  • Martin, A.J, Dixon, R, Craven, R. (2006). Underachievement in a whole city cohort of academically gifted children: What does it look like?. Australasian Journal of Gifted Education , 15(2), 9–15.
  • Marsh, H, 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., Marsh, H. (2006). Academic Resilience and its Psychological and Educational Correlates: A Construct Validity Approach. Psychology in the Schools, 43(3), 267–281.
  • Green, J, Nelson, G, Martin, A.J., Marsh, H. (2006). The Causal Ordering of Self-concept and Academic Motivation and its Effect on Academic Achievement. International Education Journal, 7(4), 534–546.
  • Martin, A.J., Tipler, D, Marsh, H, Richards, G, Williams, M. (2006). Assessing Multidimensional Physical Activity Motivation: A Construct Validity Study of High-School Students. Journal of Sport & Exercise Psychology , 28(2), 171–192.
  • Martin, A.J. (2006). Personal bests (PBs): A proposed multidimensional model and empirical analysis. British Journal of Educational Psychology, 76(4), 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(1), 73–93.
  • Martin, A.J., Marsh, H. (2005). Motivating Boys and Motivating Girls: Does Teacher Gender Really Make a Difference?. Australian Journal of Education, 49(3), 320–334.
  • 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.
  • 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.
  • Martin, A.J. (2005). Exploring the Effects of a Youth Enrichment Program on Academic Motivation and Engagement. Social Psychology of Education, 8(4), 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.
  • Middleton, S, Marsh, H, Martin, A.J., Richards, G, Savis, J, Perry Jr, C, Brown, R. (2004). The Psychological Performance Inventory: Is The Mental Toughness Test Tough Enough?. International Journal of Sport Psychology, 35, 91–108.
  • Martin, A.J. (2004). School Motivation of Boys and Girls: Differences of Degree, Differences of Kind, or Both?. Australian Journal of Psychology, 56(3), 133–146.
  • Martin, A.J. (2004). Perplexity and Passion: Further Consideration of the Role of Positive Psychology in the Workplace . Journal of Organizational Behavior Management, 24(1-2), 203–205.
  • Martin, A.J. (2004). The Role of Positive Psychology in Enhancing Satisfaction, Motivation, and Productivity in the Workplace. Journal of Organizational Behavior Management, 24(1-2), 113–133.
  • Martin, A.J., Marsh, H, Williamson, A, Debus, R. (2003). Self-handicapping, Defensive Pessimism, and Goal Orientation: A Qualitative Study of University Students. Journal of Educational Psychology, 95(3), 617–628.
  • Martin, A.J. (2003). Boys and Motivation: Contrasts and Comparisons with Girls’ Approaches to Schoolwork. Australian Educational Researcher, 30(3), 43–65.
  • Martin, A.J. (2003). Burning to Learn. Principal Matters, 56, 14–16.
  • Martin, A.J. (2003). Enhancing the Educational Outcomes of Boys: Findings From the A.C.T Investigation Into Boys’ Education. Youth Studies Australia, 22(4), 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(1), 88–106.
  • Martin, A.J., Marsh, H. (2003). Fear of Failure: Friend or Foe?. Australian Psychologist, 38(1), 31–38.
  • Martin, A.J., Marsh, H, Debus, R. (2003). Self-handicapping and Defensive Pessimism: A Model of Self-protection From a Longitudinal Perspective. Contemporary Educational Psychology, 28, 1–36.
  • Martin, A.J. (2002). Motivating the Gifted and Talented: Lessons From Research and Practice. Australasian Journal of Gifted Education , 11(2), 26–34.
  • Marsh, H, 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(3), 313–348.
  • Martin, A.J. (2002). Motivation and Academic Resilience: Developing a Model for Student Enhancement. Australian Journal of Education, 46(1), 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. (2001). The Student Motivation Scale: A Tool for Measuring and Enhancing Motivation. Australian Journal of Guidance and Counselling, 11, 1–20.
  • Martin, A.J., Marsh, H, Debus, R. (2001). A Quadripolar Need Achievement Representation of Self-handicapping and Defensive Pessimism. American Educational Research Journal, 38(3), 583–610.
  • Martin, A.J., Marsh, H, Debus, R. (2001). Self-handicapping and Defensive Pessimism: Exploring a Model of Predictors and Outcomes From a Self-protection Perspective. Journal of Educational Psychology, 93(1), 87–102.
  • Stephenson, J., Linfoot, K., & Martin, A.J. (2000). Behaviours of concern to teachers in the early years of school. International Journal of Disability, Development and Education, 47, 225–235.
  • 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., 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., & Martin, A.J. (2000). How teachers of young children respond to problem behaviour in the classroom.. Australasian Journal of Special Education, 24, 21–31.