Interpersonal Relationships, Motivation, Engagement, and Achievement: Yields for Theory, Current Issues, and Educational Practice

By Andrew J. Martin, M. Dowson. 2009

1,035 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/4de7f10799e3319ef8050c60c59ac6b6d765261c

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In Experimental and Cognitive Psychology

In Safety Research

In Social Psychology

Citations in the corpus

Should Students Have a Gap Year? Motivation and Performance Factors Relevant to Time Out after Completing School. (2010, background): “It is known that parents and peers are a significant influence on students’ achievement motivation and achievement (Martin & Dowson, 2009; Martin, Marsh, McInerney, & Green, 2009; Martin, Marsh, McInerney, Green, & Dowson, 2007), and additional research is needed to know how they interface with…”
Sense of relatedness boosts engagement, achievement, and well-being: A latent growth model study (2015, background): “…studies that focus on autonomy and competence, previous studies which have drawn on closely related constructs have shown that students who feel connected to teachers, parents, and peers have more adaptive academic outcomes (Martin & Dowson, 2009; Park, Holloway, Arendtsz, Bempechat, & Li, 2012).”
Perceived Challenge, Teacher Support, and Teacher Obstruction as Predictors of Student Engagement (2017, background): “For reviews of this literature, the reader is referred to Martin and Dowson (2009); Osterman (2000), or Pekrun and LinnenbrinkGarcia (2012).”
Boarding School, Academic Motivation and Engagement, and Psychological Well-Being (2014, background): “Furthermore, based Boarding Schools on research demonstrating the motivation and engagement yields of positive relationships with teachers (e.g., Martin & Dowson, 2009), it may be that boarding offers attachments with prosocial adults that can enhance academic and nonacademic well-being.”
The Influence of Affective Teacher–Student Relationships on Students’ School Engagement and Achievement (2011, background): “Several theories have been judged important for conceptualizing the role of TSRs (Davis, 2003; Martin & Dowson, 2009; Pianta, Hamre, & Stuhlman, 2003).”
What contributes to first-year student teachers’ sense of professional agency in the classroom? (2015, background): “Having the opportunity to participate, practise and observe more experienced teachers in authentic teaching situations contributes to student teachers’ agentic learning in terms of developing flexible pedagogical practices in the classroom (Beijaard, 1995; Martin & Dowson, 2009).”
Studying for the sake of others: the role of social goals on academic engagement (2012, background): “6) and that schools are inherently social/interpersonal domains (Martin & Dowson, 2009).”
Teacher Wellbeing: The Importance of Teacher–Student Relationships (2011, positive): “However, a teacher ’ s sense of companionship and belonging is also related to the degree of social cohesion in the classroom and in the school (e.g., Martin and Dowson 2009).”
Early career teachers’ sense of professional agency in the classroom: associations with turnover intentions and perceived inadequacy in teacher–student interaction (2017, background): “This further requires creating and sustaining functional teacher–student relationships, and perceiving instruction as a reciprocal process (Martin & Dowson, 2009).”
Self-efficacy, job satisfaction, motivation and commitment: exploring the relationships between indicators of teachers’ professional identity (2011, neutral): “These beliefs and emotions drive and influence behaviour (Martin and Dowson 2009; Wentzel 1999).”