Enhancing student motivation and engagement: The effects of a multidimensional intervention ☆

By Andrew J. Martin. 2008

302 citations recorded by the source corpus.

Subfields: Clinical Psychology, Safety Research, Social Psychology

View Paper: https://www.semanticscholar.org/paper/e9d16b829a5c54a27868146e50171f7298dcd4cd

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In Clinical Psychology

In Safety Research

In Social Psychology

Citations in the corpus

Brief approaches to assessing task absorption and enhanced subjective experience: Examining ‘short’ and ‘core’ flow in diverse performance domains (2008, background): “Enjoyment, participation, aspirations, and buoyancy have been shown in previous research to be psychometrically sound and valid external validity correlates of flow ( Martin 2006a, 2007, 2008a; Martin and Marsh 2006, 2008a, b). Enjoyment of work, music, and sport (e.g., ‘‘I enjoy my work’’, Cronbac”
Should Students Have a Gap Year? Motivation and Performance Factors Relevant to Time Out after Completing School. (2010, methodology): “For more detailed information on the development and validity of the MES-UC, see Martin (2008b, 2009b).”
Student Motivation: Current Theories, Constructs, and Interventions Within an Expectancy-Value Framework (2016, methodology): “Designed using an integrative motivation and engagement framework known as The Wheel (Martin, 2008 ), this intervention targets students’ adaptive and maladaptive behaviors and cognitions.”
Motivation and Engagement Across the Academic Life Span (2009, methodology): “The wheel and MES are useful as bases for educational intervention (Martin, 2005a, 2008b).”
Adaptability, engagement and academic achievement at university (2017, background): “For example, in studies where students participated in a self-complete workbook programme (Martin, 2008) and a group workshop programme (Martin, 2005)”
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).”
Impact of Time Management Behaviors on Undergraduate Engineering Students’ Performance (2019, background): “…behaviour” (Claessens et al., 2004) where effective time management involves understanding the effort required to address the many aspects of learning and is enhanced through motivation and goal orientation (Braxton, Hirschy, & McClendon, 2004; Law, Sandnes, Jian, & Huang, 2009; Martin, 2008).”
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 buoyancy and psychological risk: Exploring reciprocal relationships ☆ (2013, background): “…anxiety, failure avoidance, uncertain control), there is research demonstrating the effectiveness of interventions reducing academic anxiety (Martin, 2008; McInerney, McInerney, & Marsh, 1997), reducing fear of failure (Covington, 1998; Martin, 2008), and developing more adaptive locus of…”
Interpersonal Relationships, Motivation, Engagement, and Achievement: Yields for Theory, Current Issues, and Educational Practice (2009, background): “relationships and support, helping students feel valued, developing supportive relationships, establishing a meaningful place for the individual in a group, and fostering individuals' usefulness to others (Dryfoos, 1990; Martin, 2008a; Nation et al., 2003; Weissberg et al., 2003).”