Instituciones
Área de conocimientoIdentificadores de autorPeriodo de publicación recogido
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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
Helena Granziera, Rebecca J. Collie, Andrew J. Martin, Natacha Massar
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 115, Nº. 4, 2023, págs. 523-538
Intrapersonal and interpersonal psychosocial adjustment resources and achievement: A multilevel latent profile analysis of students and schools
Emma C. Burns, Rebecca J. Collie, Penny van Bergen, Andrew J. Martin
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 114, Nº. 8, 2022, págs. 1912-1930
Academic buoyancy in high school: A cross-lagged multilevel modeling approach exploring reciprocal effects with perceived school support, motivation, and engagement
Keiko C. P. Bostwick, Andrew J. Martin, Rebecca J. Collie, Emma C. Burns, Nicole Hare, Samuel Cox, Anaïd Flesken, Ian McCarthy
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 114, Nº. 8, 2022, págs. 1931-1949
Growth goal setting in high school: A large-scale study of perceived instructional support, personal background attributes, and engagement outcomes
Andrew J. Martin, Emma C. Burns, Keiko C. P. Bostwick, Anaïd Flesken, Ian McCarthy
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 114, Nº. 4, 2022, págs. 752-771
Load reduction instruction in science and students’ science engagement and science achievement
Andrew J. Martin, Paul Ginns, Emma C. Burns, Roger Kennett, Joel Pearson
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 113, Nº. 6, 2021, págs. 1126-1142
Teacher–student relationships and students’ engagement in high school: Does the number of negative and positive relationships with teachers matter?
Andrew J. Martin, Rebecca J. Collie
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 111, Nº. 5, 2019, págs. 861-876
Emma C. Burns, Andrew J. Martin, Rebecca J. Collie
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 111, Nº. 4, 2019, págs. 555-572
Social and emotional behavioral profiles in kindergarten: A population-based latent profile analysis of links to socio-educational characteristics and later achievement
Rebecca J. Collie, Andrew J. Martin, Natacha Massar, Christine L Roberts
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 111, Nº. 1, 2019, págs. 170-187
Achievement in large-scale national numeracy assessment: An ecological study of motivation and student, home, and school predictors
Andrew J. Martin, Goran Lazendic
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 110, Nº. 4, 2018, págs. 465-482
Computer-adaptive testing: Implications for students’ achievement, motivation, engagement, and subjective test experience
Goran Lazendic, Andrew J. Martin
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 110, Nº. 1, 2018, págs. 27-45
Personal best ( PB) goal structure, individual PB goals, engagement, and achievement: A study of Chinese- and English-speaking background students in Australian schools
Andrew J. Martin, Rebecca J. Collie, Magdalena M. C. Mok, Dennis M. McInerney
British journal of educational psychology, ISSN 0007-0998, Vol. 86, Nº. 1, 2016, págs. 75-91
Motivation, engagement, and social climate: An international study of boarding schools
Andrew J. Martin, Brad Papworth, Paul Ginns, Lars-Erik Malmberg
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 108, Nº. 6, 2016, págs. 772-787
Teachers’ psychological functioning in the workplace: Exploring the roles of contextual beliefs, need satisfaction, and personal characteristics
Rebecca J. Collie, Jennifer D. Shapka, Nancy E. Perry, Andrew J. Martin
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 108, Nº. 6, 2016, págs. 788-799
Growth approaches to academic development: Research into academic trajectories and growth assessment, goals, and mindsets
Andrew J. Martin
British journal of educational psychology, ISSN 0007-0998, Nº. 2, 2015, págs. 133-137
Implicit theories about intelligence and growth (personal best) goals: Exploring reciprocal relationships
Andrew J. Martin
British journal of educational psychology, ISSN 0007-0998, Nº. 2, 2015, págs. 207-223
Academic buoyancy, student's achievement, and the linking role of control: A cross-lagged analysis of high school students
Rebecca J. Collie, Andrew J. Martin, Lars-Erik Malmberg, James Hall, Paul Ginns
British journal of educational psychology, ISSN 0007-0998, Nº. 1, 2015, págs. 113-130
Academic buoyancy and academic outcomes: Towards a further understanding of students with attention-deficit/hyperactivity disorder (ADHD), students without ADHD, and academic buoyancy itself
Andrew J. Martin
British journal of educational psychology, ISSN 0007-0998, Nº. 1, 2014, págs. 86-107
The role of arts-related information and communication technology use in problem solving and achievement: Findings from the programme for international student assessment
Gregory A. D. Liem, Andrew J. Martin, Michael Anderson, Robyn Gibson, David Sudmalis
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 106, Nº. 2, 2014, págs. 348-363
Structural and concurrent validity of the International English Mini-Markers in an adolescent sample: : Exploring analytic approaches and implications for personality assessment
Paul Ginns, Andrew J. Martin, Gregory A. D. Liem, Brad Papworth
Journal of Research in Personality, ISSN-e 1095-7251, Vol. 53, Nº. 1, 2014, págs. 182-192
The role of arts participation in students’ academic and nonacademic outcomes: A longitudinal study of school, home, and community factors
Andrew J. Martin, Marianne Mansour, Michael Anderson, Robyn Gibson, Gregory A. D. Liem, David Sudmalis
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 105, Nº. 3, 2013, págs. 709-727
Adaptability: How students’ responses to uncertainty and novelty predict their academic and non-academic outcomes
Andrew J. Martin, Harry G. Nejad, Susan H. Colmar, Gregory A. D. Liem
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 105, Nº. 3, 2013, págs. 728-746
Andrew J. Martin, Gregory A. D. Liem, Magdalena M. C. Mok, Jacob Xu
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 104, Nº. 4, 2012, págs. 1054-1073
Andrew J. Martin, Judy Anderson, Janette Bobis, Jennifer Way, Rosemary Vellar
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 104, Nº. 1, 2012, págs. 1-18
Academic self-concept and academic achievement: Relations and causal ordering.
Herbert W. Marsh, Andrew J. Martin
British journal of educational psychology, ISSN 0007-0998, Nº. 1, 2011, págs. 59-77
Herbert W. Marsh, Paul Ginns, Alexandre J.S. Morin, Benjamin Nagengast, Andrew J. Martin
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 103, Nº. 3, 2011, págs. 733-748
Longitudinal modelling of academic buoyancy and motivation: Do the '5Cs' hold up over time?
Andrew J. Martin, Susan H. Colmar, Louise A. Davey, Herbert W. Marsh
British journal of educational psychology, ISSN 0007-0998, Nº. 3, 2010, págs. 473-496
Andrew J. Martin
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 102, Nº. 3, 2010, págs. 561-576
Herbert W. Marsh, Andrew J. Martin, Susan A. Jackson
Journal of sport and exercise psychology, ISSN 0895-2779, Vol. 32, Nº. 4, 2010, págs. 438-482
Physical Activity Motivation in Late Adolescence: Refinement of a Recent Multidimensional Model
Andrew J. Martin
Research quarterly for exercise and sport, ISSN 0270-1367, Vol. 81, Nº. 3, 2010, págs. 278-289
Andrew J. Martin
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 101, Nº. 1, 2009, págs. 101-114
A multilevel perspective on gender in classroom motivation and climate: Potential benefits of male teachers for boys?
Herbert W. Marsh, Andrew J. Martin, Jacqueline H. S. Cheng
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 100, Nº. 1, 2008, págs. 78-95
Susan A. Jackson, Andrew J. Martin, Robert C. Eklund
Journal of sport and exercise psychology, ISSN 0895-2779, Vol. 30, Nº. 5, 2008, págs. 561-587
Andrew J. Martin
British journal of educational psychology, ISSN 0007-0998, Nº. 2, 2007, págs. 413-440
Self-handicapping, defensive pessimism, and goal orientation: A qualitative study of university students.
Andrew J. Martin, Herbert W. Marsh, Alan Williamson, Raymond L. Debus
Journal of educational psychology, ISSN-e 1939-2176, ISSN 0022-0663, Vol. 95, Nº. 3, 2003, págs. 617-628
Understanding teacher wellbeing through job demands-resources theory
Helena Granziera, Rebecca J. Collie, Andrew J. Martin
Cultivating Teacher Resilience: International Approaches, Applications and Impact / coord. por Caroline F. Mansfield, 2020, ISBN 978-981-15-5963-1, págs. 229-244
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