The Relationship Between Teachers' Perceptions of Student Motivation and Engagement and Teachers' Enjoyment of and Confidence in Teaching

By Andrew J. Martin. 2006

168 citations recorded by the source corpus.

Subfields: Experimental and Cognitive Psychology, Social Psychology

View Paper: https://www.semanticscholar.org/paper/eeb4b312c5dceb611ca23ac755a8099279ac7629

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In Experimental and Cognitive Psychology

In Social Psychology

Citations in the corpus

Is the motivation to become a teacher related to pre‐service teachers’ intentions to remain in the profession? (2010, background): “In our study, similar to Sinclair, Dowson, and McInerney (2006) and Martin (2006), we distinguish adaptive and maladaptive extrinsic motives for becoming a teacher.”
“My favourite subject is maths. For some reason no-one really agrees with me”: student perspectives of mathematics teaching and learning in the upper primary classroom (2011, background): “The standards developed by Newmann et al. (1996) resonate well with several other bodies of research into effective teaching of mathematics (Lappan and Ferrini-Mundy 1993; Martin 2006; Sullivan et al. 2004).”
Interpersonal Relationships, Motivation, Engagement, and Achievement: Yields for Theory, Current Issues, and Educational Practice (2009, background): “…at developing mastery, a performance avoidance goal as the desire not to demonstrate lack of ability, and a social avoidance goal as, for example, working mainly to avoid disapproval from parents and teachers (Barker et al., 2002; Dowson & McInerney, 2003; Elliot, 1997; Martin, 2001, 2002b, 2006a).”
Motivation and Engagement Across the Academic Life Span (2009, background): “Finally, the wheel and MES are useful in addressing more specific educational issues such as domain specificity (Green, Martin, & Marsh, 2007), teacher effects (Martin & Marsh, 2005), and the role of parents and teachers in the motivation and engagement process (Martin, 2003b, 2006).”
Getting Along with Teachers and Parents: The Yields of Good Relationships for Students' Achievement Motivation and Self-Esteem (2007, background): “Such a model of ‘connective parenting’ would encourage parents to attend to ‘what’ they are saying to their child and ‘how’ they are saying it, as well as the fundamental human/interpersonal nurturing of the ‘who’ component of this ‘connective parenting’ model (see also Martin, 2006b).”
Brief approaches to assessing task absorption and enhanced subjective experience: Examining ‘short’ and ‘core’ flow in diverse performance domains (2008, background): “Research in various settings finds that enjoyment is a key factor in individuals’ engagement with tasks (e.g., see Luthans and Martinko 1987; Martin 2006c; Richardson and Watt 2006).”