31 March 2020
Does adversity lead to resilience or does resilience lead to less adversity? Professor Andrew Martin from the University of New South Wales and Professor Herb Marsh from Australian Catholic University explore this question in their latest study, share the findings and discuss the implications for teachers.
09 December 2019
When students feel a lack of autonomy, competence and belonging, this is known as psychological need frustration. In today’s article, Rebecca Collie, Helena Granziera and Andrew Martin share findings from their research into the role this frustration plays in students’ school engagement.
08 April 2019
Today’s article explores findings from a recent Australian study that examined two forms of social support from teachers and peers, and their role in reducing adolescent girls’ disengagement over three years of high school.
01 March 2018
Research from beyondblue shows that boosting children’s resilience can be done in an everyday way, through the routine activities and interactions that occur in children’s lives each day, and through more structured programs. Professor Andrew Martin takes a closer look at the latter approach.
13 October 2017
Analyses of Australian survey data from more than 500 primary and secondary teachers suggests there are five distinct teacher motivational profiles. In today’s article, researchers Dr Rebecca Collie and Professor Andrew Martin discuss their findings and the implications for workplace wellbeing.
24 April 2017
How can educators help to enhance students’ scientific literacy? A museum-based creative science education program may offer some answers.
01 March 2017
Dr Jasmine Green and Professor Andrew Martin explore adolescent motivation and engagement using personal best goal-setting and values driven action.
22 February 2016
Principals, teachers, and the public are increasingly recognising the importance of teaching social and emotional skills to students alongside academic skills.
22 October 2015
How much does student motivation and engagement change over the course of a day, a week, and a month at school? How much does motivation and engagement vary from student to student?