Academic Personal Bests (PBs), Engagement, and Achievement: A Cross-Lagged Panel Analysis.

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Exploring the Ups and Downs of Mathematics Engagement in the Middle Years of School (2015, background): “…capacities (Wigfield & Tonks, 2002), developing goal-setting skills in mathematics (Locke & Latham, 2002), and promoting the use of growth and personal best (PB) approaches to mathematics (Martin, 2006; Martin & Liem, 2010)—to provide a basis for enhancing students’ sense of mathematics efficacy.”
Interpreting effect sizes when controlling for stability effects in longitudinal autoregressive models: Implications for psychological science (2015, background): “In fact, we demonstrated that the bivariate rs between an earlier predictor and a later outcome can be anywhere from three times, to four to five times (Martin & Liem, 2010), to seven times (Lee, 2011) larger than the bs that control for stability effects.”
Boarding School, Academic Motivation and Engagement, and Psychological Well-Being (2014, background): “This measure comprises four items, is rated on a 1 (strongly disagree) to 7 (strongly agree) scale, and has been validated in previous research on engagement and achievement (Liem, Ginns, Martin, Stone, & Herett, 2012; Martin, 2006; Martin & Liem, 2010).”
Adaptability: How students’ responses to uncertainty and novelty predict their academic and non-academic outcomes. (2013, background): “Second, recent work has emphasized the utility of growth goals and growth assessment (Martin & Liem, 2010).”