Motivation and Engagement in English, Mathematics and Science High School Subjects: Towards an Understanding of Multidimensional Domain Specificity.

By Jasmine Green, Andrew J. Martin, Herbert W. Marsh. 2007

204 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/741886f1a72824c2b80e00858504291a041c43bd

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In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Holding back and holding behind: Grade retention and students’ non-academic and academic outcomes (2011, background): “Although Martin and colleagues (Martin, 2008a , 2008b ; see also Marsh et al , 2001 ; Green et al , 2007 ) have confirmed the validity of many of the present measures across mathematics, English and science, there is a need to extend domain‐specific work to the issue of grade retention.”
Academic resilience and academic buoyancy: multidimensional and hierarchical conceptual framing of causes, correlates and cognate constructs (2009, background): “Another encompassing approach to assessing their consequences is by way of ‘process’ and ‘product’ outcomes (Green et al., 2007).”
The Role of Arts Participation in Students' Academic and Nonacademic Outcomes: A Longitudinal Study of School, Home, and Community Factors. (2013, background): “…reliable dimensions that are approximately normally distributed, significantly associated with literacy, numeracy and achievement at school, and sensitive to age- and gender-related differences in motivation and engagement (Green et al., 2007; Liem & Martin, 2012; Martin, 2007, 2008, 2009).”
Boarding School, Academic Motivation and Engagement, and Psychological Well-Being (2014, background): “Previously, the multi-item factors have shown sound and reliable factor structure, are approximately normally distributed, and are associated with academic outcomes (Green et al., 2007; Liem & Martin, 2012; Martin, 2007, 2008).”
Motivation and Engagement Across the Academic Life Span (2009, background): “It is also proposed that in addition to these four intrapsychic measures, there is a need for more behavioral measures (Green et al., 2007) that in the present study take the form of homework/assignment completion.”
Primary and secondary students motivation in learning English: Grade and gender differences (2011, background): “Also, students’ motivation and perceptions may differ in specific curriculum areas and motivation patterns may vary across different disciplines (Green et al., 2007).”
Young people’s academic buoyancy and adaptability: a cross-cultural comparison of China with North America and the United Kingdom (2017, background): “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).”