Examining a multidimensional model of student motivation and engagement using a construct validation approach.

By Andrew J. Martin. British Journal of Educational Psychology, 2007

620 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/338d01611e74cf88cc6a97015fe4cebc6f66457e

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In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Social and Dimensional Comparisons in Math and Verbal Test Anxiety: Within- and Cross-domain Relations with Achievement and the Mediating Role of Academic Self-concept☆ (2017, result): “…interventions given their higher mean levels as documented in other previous studies (Cassadey & Johnson, 2002; Chapell et al., 2005; Else-Quest et al., GI/E MODEL FOR TEST ANXIETY 30 2010; Frenzel et al., 2007a; Hembree, 1990; Hong & Karstensson, 2002; Martin, 2007; Miller & Bichsel, 2004).”
In search for the most informative data for feedback generation: Learning analytics in a data-rich context (2015, methodology): “In collecting learner data, we opted to use three validated self-report surveys firmly rooted in current educational research, including learning styles (Vermunt, 1996), learning motivation and engagement (Martin, 2007), and learning emotions (Pekrun, Goetz, Frenzel, Barchfeld, & Perry, 2011).”
Real-time motivation and engagement during a month at school: Every moment of every day for every student matters (2015, methodology): “For the purposes of the present study, motivation is defined as individuals' inclination, energy and drive to learn, work effectively and achieve to their potential, and engagement as the behaviors aligned with this energy and drive (Liem & Martin, 2012; Martin, 2007, 2009).”
Young people’s academic buoyancy and adaptability: a cross-cultural comparison of China with North America and the United Kingdom (2017, methodology): “Similarly, the motivation and engagement constructs in our study have been examined within school subjects (e.g. Green et al., 2007) and also in school generally (e.g. Martin, 2007, 2009).”
Academic buoyancy and psychological risk: Exploring reciprocal relationships ☆ (2013, background): “These three factors can be modeled as one higher order factor, however, we opted to retain them as separate first order factors because the first order model has typically provided better fit than the higher order model (Martin, 2007).”
Adaptability, engagement and academic achievement at university (2017, methodology): “Ample prior work has provided support for combining these different factors into two overarching positive and negative behavioural engagement constructs (e.g. Martin, 2007a; yu & Martin, 2014).”