The Student Motivation Scale: A Tool for Measuring and Enhancing Motivation

By Andrew J. Martin. Journal of Psychologists and Counsellors in Schools, 2001

212 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education, Safety Research

View Paper: https://www.semanticscholar.org/paper/c4af7e9d1168c2821155af13ddb2dede1a20e5f8

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Citations in the corpus

Motivation and Engagement Across the Academic Life Span (2009, methodology): “Consistent with previous studies of high school students (e.g., Green et al., 2007; Martin, 2001, 2003c, 2007a) and across diverse performance settings such as music and sport (Martin, 2008b, in press-a, in press-b), it is hypothesized that the adaptive dimensions will be positively (to a modest or…”
Getting Along with Teachers and Parents: The Yields of Good Relationships for Students' Achievement Motivation and Self-Esteem (2007, methodology): “To this end, the sample was also administered items that explored adaptive cognitions, adaptive behaviours, impeding/maladaptive cognitions, and maladaptive behaviours from the MES-HS (Martin, 2001, 2003c, 2007a, 2007b) along with items that assessed academic self-concept and general self-esteem fro”
Boys and motivation (2003, background): “Martin (2001, 2002b, 2003a, 2003b) has developed a model of motivation – the Student Motivation Wheel – that reflects the thoughts, feelings and behaviours underpinning academic engagement at school.”
Academic buoyancy: Towards an understanding of students' everyday academic resilience. (2008, methodology): “…validity-check items were included in the instrument, the psychometric properties (see below), the inter-factor correlations (see below), and data from previous research (e.g., Martin, 2001, 2003; Martin &Marsh, 2005, 2006) jointly indicate that the items and factors ‘behave’ in the ways intended.”
Should Students Have a Gap Year? Motivation and Performance Factors Relevant to Time Out after Completing School. (2010, background): “…and challenges unique to that time (Anderman & Midgley, 1997; Roeser, Eccles, & Sameroff, 2000); a decline in student motivation and engagement has been found to emerge during high school (see Wigfield & Tonks, 2002) and to continue into the middle years of high school (Martin, 2001, 2003, 2007).”
The causal ordering of self-concept and academic motivation and its effect on academic achievement (2006, methodology): “As the students will be asked to complete the SMES as well as an achievement measure, the shorter version of the SDQII was chosen for practical reasons, and to minimise the time required to administer the questionnaire battery.”