Switching on and Switching off in Mathematics: An Ecological Study of Future Intent and Disengagement among Middle School Students.

By Andrew J. Martin, Judy Anderson, J. Bobis, J. Way, Rosemary Vellar. 2012

175 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/6142be0704bff93a178e141532bbd58c3d897d52

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Rebecca J. Collie
2. Andrew J. Martin
3. Nicholas Riley
4. K. Holmes
5. J. Gore
6. P. Morgan
7. Vibeke Hansen
8. Tracy L. Durksen

In Experimental and Cognitive Psychology

1. Rebecca J. Collie
2. Tracy L. Durksen
3. Andrew J. Martin
4. Keiko C. P. Bostwick
5. Paul Ginns
6. Brad A Papworth
7. Herbert W. Marsh
8. G. Liem

Citations in the corpus

• Motivation and engagement in mathematics: a qualitative framework for teacher-student interactions (2017, unknown): “After results confirmed an overall decline in motivation and engagement in mathematics across the middle years (Martin, Anderson, Bobis, Way, and Vellar 2012), we identified cohorts and individual students of both high and low motivational and engagement levels.”
• Students’ Growth Mindsets, Goals, and Academic Outcomes in Mathematics (2017, background): “Lastly, the current study provides one avenue for potentially intervening in concerning trends of declining mathematics interest, enrolment, and achievement (e.g., Martin et al., 2012; OECD, 2013).”
• Movement-Based Mathematics: Enjoyment and Engagement without Compromising Learning through the EASY Minds Program. (2017, background): “Mathematical enjoyment is considered particularly significant for addressing student disengagement (A.J. Martin et al., 2012).”