Andrew J Martin

Andrew J Martin
UNSW Sydney | UNSW · School of Education

PhD

About

520
Publications
927,287
Reads
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15,958
Citations
Additional affiliations
January 2014 - present
UNSW Sydney
Position
  • Scientia Professor and Professor of Educational Psychology
Description
  • Scientia Professor and Professor of Educational Psychology, specializing in student motivation, engagement, achievement, and quantitative research methods.
January 2010 - December 2013
The University of Sydney
Position
  • Professor (Full)
January 2007 - January 2008
University of Oxford
Position
  • Visiting Senior Research Fellow

Publications

Publications (520)
Article
Full-text available
Academic resilience refers to academic success despite chronic socio-educational adversity. Given increases in immigration across the world in the past decade (including in Europe), there have been calls to identify factors (e.g., engagement) that can better support immigrant students’ academic resilience. With a sample of N = 17,241 immigrant stud...
Article
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The significant decline in academic engagement through the early stages of adolescence is well known, however, the relative contribution of the key factors explaining these adolescent patterns over time requires further investigation. Motivation has been a dominant research focus in past decades, while less empirical attention has been given to the...
Article
While there has been a strong national and international emphasis on social inclusion over the past 15 years, many people with intellectual disabilities remain socially isolated in their communities. Mobile technology has the potential to support social inclusion and there is great interest among adults with intellectual disabilities in using techn...
Article
Full-text available
In this investigation of high school students (N = 2510) in Singapore (Study 1) and elementary school students (N = 119) in Australia (Study 2), we examined the role of instrumental and emotional forms of teacher support in students' academic buoyancy and academic outcomes (engagement and academic skills). In both studies, perceived instrumental su...
Technical Report
Full-text available
The tendency to reduce one’s chances of academic success is called self-sabotage. This article unpacks self-sabotage and explains where it sits in the scheme of students’ motivation, looks at various examples of self-sabotage in students’ academic lives, and what practical strategies educators can use to reduce students’ self-sabotage.
Article
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The current study examined the associations between growth orientation and mathematics outcomes across 1 year of school using a multilevel model with cross-level interactions. With 851 adolescent students (Mage = 14.3 years, age range 12–17; 47.8% male; 81.8% English language background; 1.8% of Aboriginal or Torres Strait Islander descent) in 71 d...
Technical Report
Full-text available
Dr Andrew Martin shares researched strategies to help parents to help their child bounce back from setback and pressure at school
Article
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The present longitudinal study examined the reciprocal relationships among students' academic buoyancy , their perceptions of school support (learning support, teacher relational support, school belonging, and classroom management), and their motivation and engagement (perseverance, perceived competence , valuing of school) across 1 year of school....
Presentation
Full-text available
In this webinar, Professor Andrew Martin—an educational psychologist—explains the key parts of motivation that switch students on (the ‘good’) and the key parts of motivation that switch students off (the ‘bad’ and the ‘ugly’). Andrew explores the consequences of this—including how it impacts students’ capacity to thrive and adapt in an increasingl...
Technical Report
Full-text available
This resource is a practical guide for school leaders and teachers on how to support students’ everyday resilience – or ‘academic buoyancy’. It synthesises the research on everyday resilience. It explains why this type of resilience is important, and provides strategies on how it can be supported by implementing What Works Best classroom practices.
Technical Report
Full-text available
No university or college educator would dispute the important role of motivation in their students’ academic development. Motivation is alive and well – or unwell – in every student and every class, from undergraduate to doctoral level. Motivation is also generally easy to recognise; it’s pretty obvious when a student is motivated and when a studen...
Technical Report
Full-text available
To say that teachers have a significant impact on students’ motivation and engagement is not controversial, nor particularly enlightening. Trucks can be filled with the research papers that show this. A more informative exercise is to dig into how teachers impact students’ motivation and engagement. This provides practical direction for educators s...
Article
Full-text available
LRI offers further possibilities for educational psychology to contribute to understanding the quality of student learning, including their surface and deep approaches to learning.
Presentation
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Through 2021, educational researchers increasingly incorporated COVID-related factors into their research designs and research plans (e.g., adding survey items about lockdown, remote learning, etc.). At the same time, funding agencies and journal editors/reviewers began asking how researchers were accounting for COVID-related factors in their resea...
Technical Report
Full-text available
How much students value school and schoolwork will have a significant bearing on many educational outcomes, including their engagement, learning, and achievement. In numerous ways, COVID-19 has impacted students’ valuing of school and schoolwork. In this article, I want to look at where valuing sits in the scheme of students’ motivation, how COVID-...
Technical Report
Full-text available
As the school year begins, now is the time to get students’ motivation and engagement off to a positive start. UNSW researcher Professor Andrew Martin has been investigating motivation and engagement for over two decades. The “Motivation and Engagement Wheel” that he developed is a conceptual map that schools around the world use, helping them to f...
Presentation
Full-text available
Podcast discussing boarding and day school students and how they compare on academic motivation, engagement, and learning.
Technical Report
Full-text available
Resilience is a virtue—and so is adaptability!
Technical Report
Full-text available
How do students deal with academic setback? How do they bounce back from academic adversity? How do students navigate academic challenge? Academic buoyancy is an important part of the answer to these questions. Academic buoyancy is students’ capacity to effectively respond to academic setback, adversity, and challenge.
Presentation
Full-text available
In this podcast, Siobhan O'Sullivan interviews Andrew Martin about his and his team’s (Rebecca Collie and Robin Nagy) latest research into how students adapt to online instruction during COVID and how to support young people in their learning when in lockdown, during stay-at-home orders/self-isolation, or in other periods of online instruction.
Technical Report
Full-text available
The speed and scale of the shift to remote online learning during the COVID-19 pandemic has really tested students’ adaptability. This study of more than 1,500 students at nine Australian high schools during 2020 found strong links between their level of adaptability and how they fared with online learning. Students with higher adaptability were mo...
Article
Full-text available
The present study investigated the role of adaptability in helping high school students navigate their online learning during a period of COVID-19 that entailed fully or partially remote online learning. Drawing on Job Demands-Resources (JD-R) theory and data from a sample of 1,548 Australian high school students in 9 schools, we examined the role...
Article
Full-text available
In a replication and extension of an earlier study, we relied on person-centered analyses to identify teacher (Level 1) and school (Level 2) profiles based on teachers' experiences of job demands (barriers to professional development, disruptive student behavior), job resources (teacher collaboration, input in decision-making), and personal resourc...
Technical Report
Full-text available
Students who set and pursue growth (personal best) goals are much more engaged in school than those who do not. The benefits are even more positive for students in lower socioeconomic groups and students who have low levels of prior achievement.
Article
Full-text available
To better understand instructional cognitive load, it is important to operationalize and assess it in novel ways that can reveal how different students perceive and experience this load as either challenging or threatening. The present study administered a recently developed instruction assessment tool—the Load Reduction Instruction Scale-Short (LR...
Article
Full-text available
The present investigation examined the role of teachers’ instructional support (student reports of relevance, organization and clarity, feedback-feedforward) in predicting students’ growth goal setting and, in turn, the roles of instructional support and growth goal setting in predicting students’ academic engagement (perseverance, aspirations, sch...
Chapter
Full-text available
This review considers self-worth theory and the diverse ways that it contributes to knowledge, research, and practice that can better assist the academic experience of students with ADHD.
Technical Report
Full-text available
When students set growth goals, they are more likely to have plans to attend university, to persevere in schoolwork and to engage with homework. This paper provides a synthesis of research, including new research from Australian high schools using large-scale statewide data. It explains why growth goal setting is important and provides practical su...
Article
Full-text available
Extensive research has demonstrated the benefits of need-supportive teaching, but minimal research has examined social factors that may constrain these benefits. One factor that students experience contemporaneously to need-supportive teaching is classroom disruption. Perceived classroom disruption is a barrier to quality teaching and learning, esp...
Presentation
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This Keynote shares strategies and tips on how to seize key opportunities (and avoid potential pitfalls) when doing educational research during COVID-19 or during times of low (or no) funding.
Technical Report
Full-text available
This is an Easy Read summary of findings from our research investigating the role of mobile technology for the social inclusion of adults with intellectual disabilities. The full journal article with all findings is included in ResearchGate as Supplementary Materials: Martin, A.J., Strnadová, I., Loblinzk, J., Danker, J., & Cumming, T.M. (2021)....
Article
Full-text available
Untreated severe newborn thyroid deficiency causes neurocognitive impairment; however, the impact of mild thyroid deficiency is not known. This study aimed to examine whether mildly elevated neonatal thyroid-stimulating hormone (TSH) levels are associated with poor school performance or stimulant prescription for attention deficit hyperactivity dis...
Article
Full-text available
Background: Mobile technology has the potential to assist adults with intellectual disabilities to initiate and maintain social connections in important areas of their lives, such as family, friends and work/volunteering. Method: The present study investigated how specific aspects of mobile device/app use are associated with the social inclusion...
Article
Full-text available
Students' conceptions of their academic futures, such as completing secondary school, have been found to play a significant role in their current behavior. Indeed, research regarding future time perspectives (FTP) indicates that students with extended FTPs are likely to be more engaged and less disengaged over time. Extended FTPs comprise two criti...
Article
Full-text available
Among a sample of 472 Indigenous high school students, juxtaposed with 15,884 non-Indigenous students from the same 54 schools, we investigated variation in motivation and engagement from school to school, and the role of motivation and engagement in predicting various academic outcomes (aspirations, buoyancy, homework completion, achievement). We...
Article
Full-text available
The purpose of this multi-study article was to investigate the roles of adaptability and social support in predicting a variety of psychological outcomes. Data were collected from Year 12 college students (N = 73; Study 1), university students (N = 102; Study 2), and non-studying members of the general public (N = 141; Study 3). Findings showed tha...
Article
Full-text available
Boarding school is a major educational option for many students (e.g., students living in remote areas, or whose parents are working interstate or overseas, etc.). This study explored the motivation, engagement, and achievement of boarding and day students who are educated in the same classrooms and receive the same syllabus and instruction from th...
Chapter
Full-text available
Job demands-resources (JD-R) theory has emerged as one of the most influential conceptual frameworks for interpreting and explaining factors affecting employees’ wellbeing in the workplace. The present chapter provides a broad overview of JD-R theory, and discusses how the theory can be harnessed to further understand the factors influencing teache...
Presentation
Full-text available
Summary: In this video, Professor Bateman, Professor Martin, Associate Professor McInnes, and Dr Berger discuss what the education community can learn from the challenges of 2020. After the most disruptive year in recent memory, this Q&A session is an opportunity to hear from experts on education policy in all major education sectors: early childho...
Article
Full-text available
Extant research has demonstrated that anxiety is negatively associated with self-efficacy, especially in science. However, social cognitive theory also posits that anxiety and self-efficacy are likely to dynamically interact (i.e., moderate), such that a student high in anxiety may not garner the benefits of high self-efficacy. It has been suggeste...
Article
Full-text available
While completing a science test and science survey, 155 high school students wore a biometric wristband (measuring electrodermal activity; EDA) and self-reported their science self-efficacy and science anxiety. Adopting a challenge-threat appraisal perspective and latent profile analysis, we explored how students were psychologically (self-efficacy...
Article
Full-text available
We examined two personal resources—adaptability and buoyancy—that are increasingly recognised as important for teachers’ positive work-related outcomes. We sought to extend knowledge about the unique roles of these two personal resources by examining them simultaneously as predictors of teachers’ work-related outcomes. We also examined how two cont...
Presentation
Full-text available
In this video, John Sweller, Andrew Martin, and Paul Evans discuss the roles of cognitive load theory, load reduction instruction, inquiry-based learning, and problem solving in today's classroom. They explain how teachers can harness cognitive science and educational psychology to help students develop deep expertise and domain-specific problem-so...
Technical Report
Full-text available
In this 4-part series of interviews, Andrew Martin provides advice to parents on how boost their child's motivation, engagement, adaptability, and resilience. He also discusses ways parents can enhance their relationship with their child.
Presentation
Full-text available
In this video, Andrew Martin (Education), Lizzie Muller (Audience Experience and Museums), and Sean Choo (Architecture) speak with Prof Claire Annesley (UNSW Dean of Arts and Social Sciences) about the innate value of Social Science, Design, Arts, and Humanities degrees, the distinctive attributes of graduates in these disciplines, and the importan...
Technical Report
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I have been a lead editor on one Handbook and a co-editor on another. Here a few things I have learned along the way.
Article
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Among a sample of 2,071 Australian high school students nested within 188 science classrooms, the present study explored the role of science teachers’ “load reduction instruction” (LRI; instruction that seeks to reduce cognitive load by appropriately balancing explicit instruction with guided autonomy) in student- and classroom-level science engage...
Article
Full-text available
This study examined associations between student- (N = 1414), classroom-, and teacher (N = 91) growth orientation and mathematics engagement and achievement using a multilevel model. Results demonstrated positive associations between student growth orientation and mathematics outcomes and positive associations between classroom and teacher growth o...
Article
Full-text available
Adaptability helps teachers to navigate change, novelty, and uncertainty at work. We sought to extend understanding of adaptability by considering it at the school-level in 2,189 high schools across eight nations. We investigated whether two job demands (disruptive student behavior, student diversity) and a job resource (teacher collaboration) are...
Presentation
Full-text available
Podcast discussing: adaptability and its key components, the role of adaptability in helping us navigate change and uncertainty, and strategies we can use to boost our adaptability.
Article
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Purpose: The aim of this study was to examine the extent to which several workplace factors are implicated in school principals’ wellbeing. Two job resources (i.e., participatory climate and collegial climate) and two job demands (i.e., barriers to professional learning and staff shortages) were investigated, along with two well-being outcomes (job...
Technical Report
Full-text available
(Note: Andrew Martin is one of numerous authors - see Report for all authors) This rapid research information brief, commissioned by Australia’s Chief Scientist (Dr Alan Finkel), synthesises the evidence on the differential learning outcomes for online versus in-class education; factors that moderate the relative effectiveness; and distinct implica...
Technical Report
Full-text available
(Note: Andrew J. Martin one of many contributors - see Report for all contributors) To chart a COVID-19 Roadmap to Recovery, Australia’s Group of Eight (Go8) research-intensive universities convened over a hundred of the country’s leading epidemiologists, infectious disease consultants, public health specialists, healthcare professionals, mental he...
Presentation
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Summary: In this video, Dr Andrew Martin and Dr Katrina Barker provide advice to parents and educators about how to help motivate children and young people in times of uncertainty, such as during the COVID-19 pandemic.
Technical Report
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In this article we outline 5 tips for researchers to help them stay research-active while working remotely and while research funding may be limited. These 5 tips address important considerations about: (1) research design, (2) accessible tasks and activities (“low hanging fruit”), (3) new research opportunities, (4) collaboration, and (5) self-reg...
Article
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Stage-environment fit theory posits that the interpersonal dynamics and structural (i.e. school-level) resources afforded by a student’s academic environment can either support or thwart student thriving (e.g. achievement). Thus, it is important to examine how these factors impact student achievement at the student- and school-level. This investiga...
Presentation
Full-text available
Podcast discussing: the key motivation factors that switch students on and off; personal best goal setting; balancing explicit instruction with discovery learning; positive relationships with children and young people, and more.
Technical Report
Full-text available
Summary: Allowing epidemiological and expert health support for students to start returning to school for in-class instruction, there are some year groups that the government should prioritise as students return. In this article, these year groups are identified, along with the reasons they should be given priority.
Article
Full-text available
Teachers’ healthy and effective functioning at work is impacted by the demands they face and the resources they can access. In this study, person-centered analysis was adopted to identify distinct teacher profiles of demands and resources. We investigated teachers’ experiences of two job demands (barriers to professional development and disruptive...
Technical Report
Full-text available
While COVID-19 is grinding much of society to a halt, schooling has entered uncharted territory. During this time, it is important that teachers look after themselves. Fortunately, there are evidence-backed strategies that can help support teachers’ wellbeing.
Technical Report
Full-text available
In a recent research study we were interested to see if academic buoyancy (i.e., resilience in the academic setting) led to less academic adversity over time-or whether experiencing academic adversity would increase students' academic buoyancy. This is a summary of findings and practical implications for educational and psychological practitioners.
Book
Handbook of Educational Psychology and Students with Special Needs provides educational and psychological stakeholders with critical domain-specific expertise on the factors and processes relevant to learning for students with special needs. These include students with attention-deficit/hyperactivity disorder, other executive function difficulties,...
Technical Report
Full-text available
Due to the spread of coronavirus (COVID-19) there will be increasing reliance on online learning for school students. There are some key considerations important to take into account when delivering online instruction. From my perspective as an educational psychologist, I propose 5 key considerations for educators to take into account when supporti...
Presentation
Full-text available
Podcast discussing teacher assistants’ work with students with disability—and the role of adaptability in boosting their workplace satisfaction and motivation.
Presentation
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Podcast Teachers' Education Review (Podcast), 02-Feb-2020, Teacher-student relationships with Andrew Martin and Rebecca Collie. https://terpodcast.wordpress.com/2020/02/02/ter-145-impact-of-positive-teacher-student-relationships-with-andrew-martin-and-rebecca-collie-02-feb-2020/ Summary: Every additional positive relationship that a student has w...
Article
Student engagement in mathematics in the early secondary years can be fragile. Engagement in learning fluctuates in response to students’ mathematics experiences and is underpinned by numerous adaptive and maladaptive factors. Thirty-seven 11–12 year old students (grades 6–7) responded twice to a questionnaire to measure shifts in their engagement...