By Scientia Professor Andrew James Martin

Other

Martin A; Collie R, 2026, Almost 20% of Australian students don’t finish school – these 3 things can help them stay. In ‘The Conversation’, June, http://dx.doi.org/10.64628/AA.pt7fr9kgf

Martin A, 2026, Aphantasia and teaching someone with no mind's eye. In ‘The Last Show with David Cooper’ Podcast Series, July, https://podcasts.apple.com/ca/podcast/aphantasia-and-teaching-someone-with-no-minds-eye/id1168275879?i=1000776248912

Martin A, 2026, Are students harnessing AI for genuine learning or just easy answers? In ‘EduResearch Matters’, September, https://blog.aare.edu.au/2026/09/21/are-students-harnessing-ai-for-genuine-learning-or-just-easy-answers/

Martin A, 2026, Collecting the right school data: An 8-step framework for better decision making. In ‘EducationHQ’, May, https://educationhq.com/news/collecting-the-right-school-data-an-8-step-framework-for-better-decision-making-209946/

Martin A, 2026, Educational psychology improves use of AI for learning: Students can work with AI to support their motivation and engagement. In ‘Psychology Today’, July, American Psychological Association, https://www.psychologytoday.com/us/blog/psyched/202607/educational-psychology-improves-use-of-ai-for-learning

Martin A, 2026, From dip to drive: Practical strategies to reignite student motivation. Podcast in ‘Inaburra Learning Conversations Series’, March, Inaburra School, https://podcasts.apple.com/au/podcast/from-dip-to-drive-practical-strategies-to-reignite/id1480342283?i=1000754606293

Martin A, 2026, Heading back to uni? 6 ways to help your wellbeing while you study. In ‘The Conversation’, March, https://theconversation.com/back-at-uni-how-to-help-your-wellbeing-while-you-study-276854

Sheppard K; Collie R; Martin A, 2026, How leaders cultivate teachers’ social-emotional confidence for wellbeing. In ‘Education HQ Australia’, February, https://educationhq.com/news/how-leaders-cultivate-teachers-social-emotional-confidence-for-wellbeing-206139/#

Martin A, 2026, Motivation and self-worth in the AI era. In ‘Unzip Reboot Live’ Podcast Series, July, https://www.youtube.com/watch?v=e7IuLWkSD64

Martin A, 2026, School rarely goes to plan: Here are 9 ways students can deal with setbacks and change. In ‘The Conversation’, September, http://dx.doi.org/10.64628/AA.sv9pvxpxt

Martin A, 2026, The 6Cs to bouncing back that every student leader must hear. In ‘Better Student Leaders Podcast Series with Josh Farr’, August, https://open.spotify.com/episode/41IEYTvdTzdUjTsZfwrg1q?si=50bc116679834073

Collie R; Martin A, 2026, The long reach of effective teaching: We found evidence-informed instruction counters geographical barriers. In ‘Education HQ’, August, https://educationhq.com/news/the-long-reach-of-effective-teaching-we-found-evidence-informed-instruction-counters-geographical-barriers-214523/

Martin A, 2026, Three concerns that must not torpedo explicit instruction. In ‘EduResearch Matters’, February, Australian Association for Research in Education, https://blog.aare.edu.au/three-concerns-that-must-not-torpedo-explicit-instruction-now/

Martin A; Ginns P; Pearson J; Kennett R; Burns E, 2026, We assume students see pictures in their minds as they learn – but not everyone can. What can we do about this? In ‘The Conversation’, July, http://dx.doi.org/10.64628/AA.3kmvdx4vh

Collie R; Martin A, 2026, Why your child’s Year 9 teacher matters for completing Year 12. In ‘The Conversation’, August, http://dx.doi.org/10.64628/AA.stu5evktw

Martin A; Yau O; Ginns P; Collie R, 2025, Boys are more resilient than girls to school setbacks. Here’s how you can help. In ‘The Conversation’, May, https://theconversation.com/boys-are-more-resilient-than-girls-to-school-setbacks-heres-how-you-can-help-257544

Nagy R; Martin A; Collie R, 2025, Effort: This vital ingredient for learning has been hiding in plain sight. In ‘EducationHQ’, July, https://educationhq.com/news/academic-effort-this-vital-ingredient-for-learning-has-been-hiding-in-plain-sight-196709/#

Martin A; Collie R; Kennett R; Liu D; Ginns P; Sudimantara L; Dewi E; Rüschenpöhler L, 2025, Generative AI and explicit instruction: A guide to optimising students’ learning. In ‘EducationHQ’, May, https://educationhq.com/news/generative-ai-and-explicit-instruction-a-guide-to-optimising-students-learning-194509/#

Martin A; Burns E; Pearson J; Collie R; Kennett R, 2025, How do you feel about doing exams? Our research unearthed 4 types of test-takers. In ‘The Conversation’, August, https://theconversation.com/how-do-you-feel-about-doing-exams-our-research-unearthed-4-types-of-test-takers-261552

Martin A; Bostwick K; Durksen T; Amazan R; Lowe K; Weuffen S, 2025, How to teach Aboriginal perspectives. In ‘EduResearch Matters’, February, AARE, https://blog.aare.edu.au/how-to-teach-aboriginal-perspectives/

Martin A; Liem GA; Collie R; Malmberg L-E; Mainhard T, 2025, Immigrant students: How to support motivation and achievement. In ‘EduResearch Matters’, September, Australian Association for Research in Education, https://blog.aare.edu.au/immigrant-students-how-to-support-motivation-and-achievement/

Martin A, 2025, Not sure you picked the right uni or TAFE course? 6 ways to help you think it through. In ‘The Conversation’, December, http://dx.doi.org/10.64628/AA.dddkth7ma

Martin A, 2025, Student engagement: What to know and do in teacher-student interactions. Podcast in ‘Education Expert Interview Series - Stavanger University’, November, University of Stavanger, Norway, https://uis.cloud.panopto.eu/Panopto/Pages/Viewer.aspx?id=8faf3281-027d-4d0e-9c72-b37600c028a7

Collie R; Martin A, 2025, Study reveals the in-school factors that encourage students to complete Year 12. In ‘Education HQ Australia’, May, https://educationhq.com/news/our-study-reveals-the-in-school-factors-that-encourage-students-to-complete-year-12-193520/#

Collie R; Martin A; Gasevic D, 2025, Teachers’ use of generative AI. In ‘Teacher Magazine’, April, https://www.teachermagazine.com/au_en/articles/research-update-teachers-use-of-generative-ai

Martin A; Burns E; Pearson J; Bostwick K; Kennett R, 2024, Eating an unhealthy breakfast could have a similar effect on your child’s school day as having nothing at all. In ‘The Conversation’, April, https://theconversation.com/our-research-suggests-eating-an-unhealthy-breakfast-could-have-a-similar-effect-on-your-childs-school-day-as-having-nothing-at-all-227675

Collie R; Martin A, 2024, How do we help students from disadvantaged backgrounds feel confident about school? In ‘The Conversation’, April, https://theconversation.com/how-do-we-help-students-from-disadvantaged-backgrounds-feel-confident-about-school-222895

Martin A; Collie R; Malmberg L-E, 2024, How to predict if an immigrant student will succeed – and what you can do to help. In ‘EduResearch Matters’, April, AARE, https://blog.aare.edu.au/immigrant-students/

Martin A, 2024, If a Year 12 student gets an early offer for university, does it mean they stop trying? In ‘The Conversation’, October, https://theconversation.com/if-a-year-12-student-gets-an-early-offer-for-uni-does-it-mean-they-stop-trying-241787

Martin A, 2024, Student learning, motivation, and engagement: What can parents do? In 'Raising Parents (Parenting Science Insights)' Podcast Series, January, https://www.youtube.com/watch?v=hRH4A-Db2Xk

Martin A, 2024, Student motivation, engagement, and achievement - Putting the horse before the cart to switch students on. In ‘Better Thinking’ Podcast Series, May

Flesken A; McCourt B; Collie R; Martin A, 2024, Supporting students from low socioeconomic backgrounds to flourish. In NSW Department of Education ‘What Works Best’ Series, March, NSW Department of Education, https://education.nsw.gov.au/about-us/education-data-and-research/cese/publications/practical-guides-for-educators/supporting-students-from-low-ses-backgrounds-to-flourish

Martin A; Collie R, 2024, Teenagers’ motivation dips in high school—but research shows supportive teachers can really help. In ‘The Conversation’, August, https://theconversation.com/teenagers-motivation-dips-in-high-school-but-research-shows-supportive-teachers-can-really-help-236585

Flesken A; Fiona H; Stephan M; Martin A; Collie R, 2024, Transition to high school: What works best in practice? In NSW Department of Education 'What Works Best' Series, July, NSW Department of Education, https://education.nsw.gov.au/about-us/education-data-and-research/cese/publications/practical-guides-for-educators/transition-to-high-school

Collie R; Martin A, 2024, Valuing and integrating generative AI in teaching. In ‘Teacher Magazine’, May, ACER, https://www.teachermagazine.com/au_en/articles/research-news-valuing-and-integrating-generative-ai-in-teaching

Collie R; Martin A; Renshaw L; Caldecott-Davis K, 2024, Why should teachers support students’ social-emotional confidence? There's a few good reasons. In ‘Education HQ’, March, https://educationhq.com/news/why-should-teachers-support-students-social-emotional-confidence-theres-a-few-good-reasons-167288/#

Martin AJ, 2023, Academic adjustment problems – Is it will, skill, or both? In ‘EducationHQ’, April, https://educationhq.com/news/is-it-will-or-skill-build-students-self-belief-for-academic-success-144981/#

Martin A; Ginns P; Collie R, 2023, Adaptability is different from resilience – and here’s how to nurture it. In ‘The Times Higher Education Campus Magazine’, January, Times Higher Education, London, https://www.timeshighereducation.com/campus/adaptability-different-resilience-and-heres-how-nurture-it

Martin A, 2023, An educational psychologist explains how to think about your ATAR and set post-school goals. In ‘The Conversation’, https://theconversation.com/an-educational-psychologist-explains-how-to-think-about-your-atar-and-set-post-school-goals-219711

Martin A, 2023, Does age matter in student motivation and engagement? In ‘EducationHQ’, July

Kennett R; Burns E; Martin A; Pearson J, 2023, Educational neuroscience in practice: An investigator’s guide for including neuro and physio data alongside traditional educational and psychological measures, UNSW, Sydney, http://dx.doi.org/10.13140/RG.2.2.24441.85602

Martin A, 2023, Educational psychology meets generative AI: A look at the impact of ChatGPT, Bard, and others on education and beyond. In ‘Psychology Today’, May, Sussex Publishers Inc, https://www.psychologytoday.com/us/blog/psyched/202305/educational-psychology-meets-generative-ai

Martin A; Ginns P; Nagy R; Collie R; Bostwick K, 2023, It would be so much better if we taught two ways—balancing explicit and independent approaches. Here’s why. In ‘EduResearch Matters’, January, AARE, https://www.aare.edu.au/blog/?p=15792

Martin A, 2023, It’s a no-brainer: Beginning teachers should learn about the brain. In ‘EduResearch Matters’, July, Australian Association for Research in Education, https://www.aare.edu.au/blog/?p=17357

Nagy R; Martin A; Collie R, 2023, It’s time to measure students’ effort at school. In ‘Education Review’, January, https://www.educationreview.com.au/2023/01/its-time-to-measure-students-effort-at-school-opinion/

Bostwick K; Collie R; Martin A; Durksen T, 2023, Students’ growth mindsets, goals, and academic outcomes in mathematics. In ‘Maths for Humans’, November

Martin A, 2023, Teacher-student relationships: A key starting point for helping disengaged kids. In ‘The Educator’, February, https://www.theeducatoronline.com/k12/news/teacherstudent-relationships-a-key-starting-point-for-helping-disengaged-kids/281996

Collie R; Martin A, 2023, The link between teacher wellbeing and teacher-student relationships. In ‘Teacher’, September, https://www.teachermagazine.com/au_en/articles/the-link-between-teacher-wellbeing-and-teacher-student-relationships

Bostwick K; Martin A; Burns E; Collie R, 2023, What helps students cope with academic setbacks? In ‘The Conversation’, September, https://theconversation.com/what-helps-students-cope-with-academic-setbacks-our-research-shows-a-sense-of-belonging-at-school-is-key-213362

Martin A, 2023, What specific COVID-19 disruptions have impacted university students’ motivation and engagement? In ‘The Times Higher Education Campus Magazine’, July, The Times Higher Education, https://www.timeshighereducation.com/campus/which-specific-covid-disruptions-impacted-motivation-and-engagement

Back to profile page