By Scientia Professor Andrew James Martin

Book Chapters

Martin AJ, 2024, 'Growth goals: A review of the construct, predictors, consequences, and intervention', in Advances in Motivation Science, http://dx.doi.org/10.1016/bs.adms.2024.03.001

Evans P; Martin A, 2023, 'Explicit Instruction', in O'Donnell A; Barness NC; Reeve J (ed.), Oxford Handbook of Educational Psychology, Oxford University Press, http://dx.doi.org/10.1093/oxfordhb/9780199841332.013.53

Martin A; Burns E, 2023, 'Gaps in contemporary motivation research: A biopsychological perspective', in Bong M; Reeve J; KIm S (ed.), Motivation Science: Controversies and Insights, Oxford University Press, Oxford, pp. 380 - 386, http://dx.doi.org/10.1093/oso/9780197662359.003.0062

Martin A; Burns E; Kennett R; Pearson J, 2023, 'Harnessing biopsychology and mobile technology to develop motivation science in the next decade', in Bong M; Reeve J; Kim S (ed.), Motivation Science: Controversies and Insights, Oxford University Press, Oxford, pp. 435 - 440, http://dx.doi.org/10.1093/oso/9780197662359.003.0071

Caldecott-Davis K; Collie RJ; Martin AJ, 2023, 'Need Satisfaction and Links with Social-Emotional Motivation and Outcomes Among Students', in Self-Determination Theory and Socioemotional Learning, Springer Nature Singapore, pp. 19 - 37, http://dx.doi.org/10.1007/978-981-99-7897-7_2

Holliman AJ; Connolly C; Martin AJ; Collie RJ, 2022, 'Adaptability and educational transitions', in Overcoming Adversity in Education, Routledge, pp. 54 - 65, http://dx.doi.org/10.4324/9781003180029-6

Martin AJ; Tynan L; Collie RJ; Bishop M; Lowe K, 2022, 'Indigenous (Aboriginal, First Nations) students overcoming academic adversity', in Overcoming Adversity in Education, Routledge, pp. 211 - 222, http://dx.doi.org/10.4324/9781003180029-19

Martin AJ; Collie RJ, 2022, 'The Academic and Cultural Demands-Resources (ACD-R) framework', in Overcoming Adversity in Education, Routledge, pp. 249 - 261, http://dx.doi.org/10.4324/9781003180029-22

Bostwick KCP; Martin AJ; Collie RJ; Durksen TL, 2022, 'Students' growth orientation: Implications for their academic flourishing', in Handbook of Positive Psychology in Schools: Supporting Process and Practice, pp. 309 - 318, http://dx.doi.org/10.4324/9781003013778-25

Martin AJ; Evans P, 2022, 'Buoyancy, Resilience, and Adaptability', in The Oxford Handbook of Music Performance, Volume 1, Oxford University Press (OUP), pp. 630 - 651, http://dx.doi.org/10.1093/oxfordhb/9780190056285.013.22

Bostwick KCP; Martin AJ; Collie RJ; Durksen TL, 2022, 'Students' Growth Orientation', in Handbook of Positive Psychology in Schools, Routledge, pp. 309 - 318, http://dx.doi.org/10.4324/9781003013778-24

Martin A, 2022, 'The role of academic engagement in mediating the link between instruction and academic outcomes: New insights from load reduction instruction and the 4M Academic Engagement Framework', in Christenson S; Reschly A (ed.), Handbook of Research on Student Engagement, Springer, New York, http://dx.doi.org/10.1007/978-3-031-07853-8_23

Burns EC; Martin AJ, 2021, 'Motivational Issues in Gifted Education: Understanding the Role of Students’ Attribution and Control Beliefs, Self-Worth Protection and Growth Orientation', in Springer International Handbooks of Education, pp. 339 - 357, http://dx.doi.org/10.1007/978-981-13-3041-4_15

Martin A; Evans P, 2021, 'Buoyancy, resilience, and adaptability', in G M (ed.), Oxford Handbook of Music Performance, Oxford University Press, Oxford

Granziera H; Collie R; Martin A, 2020, 'Understanding Teacher Wellbeing Through Job Demands-Resources Theory', in Cultivating Teacher Resilience International Approaches, Applications and Impact, Springer

Holliman A; Martin A; Collie R, 2020, 'Adaptability and academic development', in Hupp S; Jewell JD (ed.), The Encyclopedia of Child and Adolescent Development, Wiley-Blackwell, London, pp. 1 - 11, http://dx.doi.org/10.1002/9781119171492.wecad420

Liem G; Martin A, 2020, 'Direct instruction', in Hattie J; Anderman E (ed.), Visible learning: Guide to student achievement, Routledge, London

Martin A; Newton K; Sperling R, 2020, 'Educational psychology and students with special needs', in Martin A; Sperling R; Newton K (ed.), Handbook of educational psychology and students with special needs, Routledge, New York, http://dx.doi.org/10.4324/9781315100654

Martin A; Newton K; Sperling R, 2020, 'Future directions in the application of educational psychology to students with special needs', in Martin A; Sperling R; Newton K (ed.), Handbook of educational psychology and students with special needs, Routledge, New York, http://dx.doi.org/10.4324/9781315100654

Martin A, 2020, 'Goal orientation', in Hattie J; Anderman E (ed.), Visible learning: Guide to student achievement, Routledge, London

Martin AJ; Bostwick K; Collie RJ; Tarbetsky AL, 2020, 'Implicit Theories of Intelligence', in Encyclopedia of Personality and Individual Differences, Springer International Publishing, pp. 2184 - 2190, http://dx.doi.org/10.1007/978-3-319-24612-3_980

Martin A; Evans P, 2020, 'Load reduction instruction policy', in Allen K; Reupert A; Oades L (ed.), Building better schools with evidence-based policy: Adaptable policy for teachers and school leaders, Routledge, New York

Burns EC; Martin AJ, 2020, 'Received Support', in Encyclopedia of Personality and Individual Differences, Springer International Publishing, pp. 4326 - 4328, http://dx.doi.org/10.1007/978-3-319-24612-3_1900

Martin A, 2020, 'Self-worth motivation theory and students with Attention-Deficit/Hyperactivity Disorder (ADHD)', in Martin A; Sperling R; Newton K (ed.), Handbook of educational psychology and students with special needs, Routledge, http://dx.doi.org/10.4324/9781315100654

Martin AJ; Evans P, 2019, 'Load reduction instruction (LRI): Sequencing explicit instruction and guided discovery to enhance students’ motivation, engagement, learning, and achievement', in Advances in Cognitive Load Theory: Rethinking Teaching, Routledge, Oxon, U.K., pp. 15 - 29, https://www.routledge.com/Advances-in-Cognitive-Load-Theory-Rethinking-Teaching-1st-Edition/Tindall-Ford-Agostinho-Sweller/p/book/9780367246907?gclid=EAIaIQobChMIiO2k6eyM6QIVijgrCh22qw1tEAAYASAAEgIvCPD_BwE

Holliman A; Collie R; Martin A, 2019, 'Adaptability and academic development', in Jewell J (ed.), The Encyclopedia of Child and Adolescent Development, Wiley, London, http://dx.doi.org/10.1002/9781119171492

Burns E; Martin A, 2019, 'Educational psychology, evolutionary psychology, and socio-cultural perspectives: A roadmap for research and practice', in Good T; McCaslin M (ed.), Encyclopedia of Education, Routledge, Oxford

Collie R; Martin A, 2019, 'Motivation and engagement in learning', in Zhang L (ed.), Oxford Research Encyclopedia of Education, Oxford University Press, New York, http://dx.doi.org/10.1093/acrefore/9780190264093.013.891

Burns E; Martin A, 2019, 'Motivational issues in gifted education: Understanding the role of students’ attribution and control beliefs, self-worth protection, and growth orientation', in Smith S (ed.), Handbook of giftedness and talent development in the Asia-Pacific, Springer, Singapore, http://dx.doi.org/10.1007/978-981-13-3021-6_15-1

Burns E; Martin A, 2019, 'Received support', in Zeigler-Hill V; Shackelford T (ed.), Encyclopedia of personality and individual differences, Springer Nature, Switzerland, http://dx.doi.org/10.1007/978-3-319-28099-8_1900-1

Martin AJ, 2018, 'Evolutionary psychology and the classroom: Implications for theory, research, and practice in motivation, learning, achievement, and instruction', in Liem GAD; McInerney DM (ed.), Big Theories Revisited - Two, edn. Research on Sociocultural Influences on Motivation and Learn, Information Age Publishing, Charlotte, NC

Martin AJ, 2018, 'Grade Retention: Assessing Its Role in Students’ Academic and Personal Wellbeing Outcomes', in Encyclopedia of Adolescence, Springer International Publishing, pp. 1638 - 1644, http://dx.doi.org/10.1007/978-3-319-33228-4_175

Burns E; Martin A, 2018, 'Growth goal setting in positive education: The role of personal best (PB) goal setting in promoting student well-being and academic success', in Stokoe J (ed.), Global perspectives in positive education, John Catt Educational, Melton

Collie R; Perry NE; Martin AJ, 2017, 'School context and educational system factors impacting educator stress', in McIntyre TM; McIntyre SE; Francis DJ (ed.), Educator Stress An Occupational Health Perspective, Springer, Cham, Switzerland, pp. 3 - 22

Martin ANDREW; Strnadova I; O'Neill S; Cumming TM, 2017, 'The role of perceived competence in the lives of children with ADHD, emotional and behavioral disorder, learning disability, and developmental disability: A positive psychology perspective.', in Guay E; Marsh H; McInerney I; Craven R (ed.), SELF – Driving Positive Psychology and Wellbeing. Charlotte, NC: Information Age Publishing., edn. Cambridge Studies in Public Opinion and Political Psychology, Information Age Publishing, Charlotte, NC, pp. 1 - 26, http://gateway.webofknowledge.com/gateway/Gateway.cgi?GWVersion=2&SrcApp=PARTNER_APP&SrcAuth=LinksAMR&KeyUT=WOS:000426619300001&DestLinkType=FullRecord&DestApp=ALL_WOS&UsrCustomerID=891bb5ab6ba270e68a

Collie R; Martin AJ; Frydenberg E, 2017, 'Social and emotional learning: A brief overview and issues relevant to Australia and the Asia-Pacific', in Frydenberg E; Martin A; Collie R (ed.), Social and emotional learning in Australia and the Asia-Pacific, Springer, New York, http://dx.doi.org/10.1007/978-981-10-3394-0_1

Martin AJ; Cumming TM; O Neill SC; Strnadová I, 2017, 'Social and emotional competence and at-risk children’s well-being: The roles of personal and interpersonal agency for children with ADHD, emotional and behavioral disorder, learning disability, and developmental disability', in Social and Emotional Learning in Australia and the Asia-Pacific: Perspectives, Programs and Approaches, Springer, pp. 123 - 145, http://dx.doi.org/10.1007/978-981-10-3394-0_7

Tarbetsky AL; Martin AJ; Collie RJ, 2017, 'Social and emotional learning, social and emotional competence, and students’ academic outcomes: The roles of psychological need satisfaction, adaptability, and buoyancy', in Social and Emotional Learning in Australia and the Asia-Pacific: Perspectives, Programs and Approaches, Springer, pp. 17 - 37, http://dx.doi.org/10.1007/978-981-10-3394-0_2

Martin AJ; Collie RJ; Frydenberg E, 2017, 'Social and emotional learning: Lessons learned and opportunities going forward', in Social and Emotional Learning in Australia and the Asia-Pacific: Perspectives, Programs and Approaches, Springer, pp. 459 - 471, http://dx.doi.org/10.1007/978-981-10-3394-0_24

Marsh HW; Martin AJ; Yeung A; Craven R, 2017, 'Competence self-perceptions', in Elliot A; Dweck C; Yeager D (ed.), Handbook of competence and motivation, edn. 2nd ed., Guilford, New York, pp. 85 - 115

Martin AJ, 2017, 'Grade retention: Assessing its role in students’ academic and personal wellbeing outcomes', in Levesque RJR (ed.), Encyclopedia of Adolescence, Springer, New York, http://dx.doi.org/10.1007/978-3-319-32132-5_175-2

Martin AJ, 2017, 'Opposite-Sex Relationships', in Shackelford T; Weekes-Shackelford V (ed.), Encyclopedia of evolutionary psychological science, Springer, New York, http://dx.doi.org/10.1007/978-3-319-16999-6_2401-1

Martin AJ; Strnadova I; O'Neill S; Cumming T, 2017, 'The role of perceived competence in the lives of children with ADHD, emotional and behavioral disorder, learning disability, and developmental disability: A positive psychology perspective', in Guay F; Marsh H; Craven R; McInerney D (ed.), SELF – Driving Positive Psychology and Wellbeing, Information Age Publishing, Charlotte, NC

Martin AJ; Collie R, 2016, 'The role of teacher-student relationships in unlocking students’ academic potential: Exploring motivation, engagement, resilience, adaptability, goals, and instruction', in Wentzel KR; Ramani GB (ed.), Handbook of Social Influences in School Contexts Social-Emotional, Motivation, and Cognitive Outcomes, Routledge, New York, pp. 158 - 177

Martin AJ, 2016, 'Grade Retention: Assessing its Role in Students’ Academic and Personal Wellbeing Outcomes', in Levesque RJR (ed.), Encyclopedia of Adolescence, Springer, New York, pp. 1 - 7, http://dx.doi.org/10.1007/978-3-319-32132-5_175-2

Martin AJ; Bostwick K; Collie RJ; Tarbetsky A, 2016, 'Implicit Theories of Intelligence', in Zeigler-Hill V; Shackelford T (ed.), Encyclopedia of Personality and Individual Differences, Springer, New York, pp. 1 - 7, http://dx.doi.org/10.1007/978-3-319-28099-8_980-1

Martin AJ, 2016, 'Musical prodigies and motivation', in McPherson G (ed.), Musical prodigies: Interpretations from psychology, music education, musicology and ethnomusicology, Oxford University Press, Oxford, pp. 320 - 337

Mansour M; Martin AJ; Liem GAD, 2016, 'School, home and community arts participation and students' outcomes: Quantitative findings', in Fleming J; Gibson R; Anderson M (ed.), How Arts Education Makes a Difference: Research Examining Successful Classroom Practice and Pedagogy, Routledge, Routledge Oxford, pp. 87 - 105, http://dx.doi.org/10.4324/9781315727943

Liem GAD; Martin AJ; Gibson R, 2016, 'Technology-mediated arts engagement: Theoretical views, empirical bases and applied implications', in Fleming J; Gibson R; Anderson M (ed.), How Arts Education Makes a Difference: Research Examining Successful Classroom Practice and Pedagogy, Routledge, Oxford, pp. 205 - 223, http://dx.doi.org/10.4324/9781315727943

Mansour M; Martin AJ; Anderson M, 2016, 'The project's research methods: Addressing gaps in previous arts research', in Fleming J; Gibson R; Anderson M (ed.), How Arts Education Makes a Difference: Research Examining Successful Classroom Practice and Pedagogy, Routledge, Oxford, pp. 51 - 69, http://dx.doi.org/10.4324/9781315727943

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