The Motivation and Engagement Scale: Theoretical Framework, Psychometric Properties, and Applied Yields

By G. Liem, Andrew J. Martin. 2012

176 citations recorded by the source corpus.

Subfields: Clinical Psychology, Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/a21807c106eab188c2bb853e76a6f839ae4e0e5c

How researchers see this paper

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

In Clinical Psychology

1. Paul Ginns
2. Brad A Papworth
3. Rebecca J. Collie
4. G. Liem
5. Andrew J. Martin
6. Kai Yu
7. Lars-Erik Malmberg
8. Judy Anderson

In Experimental and Cognitive Psychology

1. Paul Ginns
2. Brad A Papworth
3. Andrew J. Martin
4. Rebecca J. Collie
5. J. Bobis
6. G. Liem
7. Kai Yu
8. Judy Anderson

In Social Psychology

1. Paul Ginns
2. Brad A Papworth
3. Rebecca J. Collie
4. G. Liem
5. Andrew J. Martin
6. Kai Yu
7. Judy Anderson
8. J. Way

Citations in the corpus

• 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).”
• Exploring the Ups and Downs of Mathematics Engagement in the Middle Years of School (2015, background): “…this in mind, the first set of engagement factors derives from a recent multidimensional motivation and engagement framework (Bobis et al., 2011; Liem & Martin, 2012; Martin, 2007, 2009) that suggests a number of cognitive and behavioral factors in the form of adaptive engagement (planning,…”
• Young people’s academic buoyancy and adaptability: a cross-cultural comparison of China with North America and the United Kingdom (2017, methodology): “The motivation measures are self-efficacy, valuing school and mastery orientation from the adaptive motivation dimension of the Motivation and Engagement Scale (MES; liem & Martin, 2012; Martin, 2007, 2009, 2010).”
• Real-time motivation and engagement during a month at school: Every moment of every day for every student matters (2015, methodology): “…MES-HS is an 11-factor instrument that assesses motivation in terms of adaptive motivation, adaptive engagement, maladaptive motivation, and maladaptive engagement (for reliability and validity, see Green, Martin, & Marsh, 2007; Liem & Martin, 2012; Plenty & Heubeck, 2011, 2013; Nagabhushan, 2013).”
• Boarding School, Academic Motivation and Engagement, and Psychological Well-Being (2014, background): “…strong factor structure and reliable dimensions that are approximately normally distributed, is associated with literacy, numeracy, and achievement, and is sensitive to age and gender effects in motivation and engagement (Green, Martin, & Marsh, 2007; Liem & Martin, 2012; Martin, 2007, 2008, 2009).”
• Motivation and engagement in mathematics: a qualitative framework for teacher-student interactions (2017, unknown): “First, the Wheel was developed in response to calls for a more integrative approach to theory and use-inspired research on motivation and engagement (Liem and Martin 2012).”