| Interpersonal relationships, motivation, engagement, and achievement: Yields for theory, current issues, and educational practice AJ Martin, M Dowson Review of educational research 79 (1), 327-365, 2009 | 1868 | 2009 |
| Academic resilience and its psychological and educational correlates: A construct validity approach AJ Martin, HW Marsh Psychology in the Schools 43 (3), 267-281, 2006 | 1654 | 2006 |
| Academic self‐concept and academic achievement: Relations and causal ordering HW Marsh, AJ Martin British journal of educational psychology 81 (1), 59-77, 2011 | 1549 | 2011 |
| Academic buoyancy: Towards an understanding of students' everyday academic resilience AJ Martin, HW Marsh Journal of school psychology 46 (1), 53-83, 2008 | 1125 | 2008 |
| Examining a multidimensional model of student motivation and engagement using a construct validation approach AJ Martin British Journal of Educational Psychology 77 (2), 413-440, 2007 | 915 | 2007 |
| Academic resilience and academic buoyancy: Multidimensional and hierarchical conceptual framing of causes, correlates and cognate constructs AJ Martin, HW Marsh Oxford Review of Education 35 (3), 353-370, 2009 | 812 | 2009 |
| Long and short measures of flow: The construct validity of the FSS-2, DFS-2, and new brief counterparts SA Jackson, AJ Martin, RC Eklund Journal of sport and exercise psychology 30 (5), 561-587, 2008 | 697 | 2008 |
| Academic motivation, self-concept, engagement, and performance in high school: Key processes from a longitudinal perspective J Green, GAD Liem, AJ Martin, S Colmar, HW Marsh, D McInerney Journal of adolescence 35 (5), 1111-1122, 2012 | 632 | 2012 |
| Academic buoyancy and academic resilience: Exploring ‘everyday’and ‘classic’resilience in the face of academic adversity AJ Martin School psychology international 34 (5), 488-500, 2013 | 597 | 2013 |
| Motivation and academic resilience: Developing a model for student enhancement A Martin Australian journal of education 46 (1), 34-49, 2002 | 535 | 2002 |
| Teachers’ workplace well-being: Exploring a process model of goal orientation, coping behavior, engagement, and burnout PD Parker, AJ Martin, S Colmar, GA Liem Teaching and teacher education 28 (4), 503-513, 2012 | 529 | 2012 |
| Enhancing student motivation and engagement: The effects of a multidimensional intervention AJ Martin Contemporary educational psychology 33 (2), 239-269, 2008 | 520 | 2008 |
| Adaptability: How students’ responses to uncertainty and novelty predict their academic and non-academic outcomes. AJ Martin, HG Nejad, S Colmar, GAD Liem Journal of Educational Psychology 105 (3), 728, 2013 | 506 | 2013 |
| Motivation and engagement across the academic life span: A developmental construct validity study of elementary school, high school, and university/college students AJ Martin Educational and psychological measurement 69 (5), 794-824, 2009 | 489 | 2009 |
| Teacher–student relationships and students’ engagement in high school: Does the number of negative and positive relationships with teachers matter? AJ Martin, RJ Collie Journal of educational psychology 111 (5), 861, 2019 | 473 | 2019 |
| Self-handicapping and defensive pessimism: Exploring a model of predictors and outcomes from a self-protection perspective. AJ Martin, HW Marsh, RL Debus Journal of Educational Psychology 93 (1), 87, 2001 | 470 | 2001 |
| Fear of failure: Friend or foe? AJ Martin, HW Marsh Australian Psychologist 38 (1), 31-38, 2003 | 460 | 2003 |
| The Student Motivation Scale: A tool for measuring and enhancing motivation AJ Martin Journal of Psychologists and Counsellors in Schools 11, 1-20, 2001 | 400 | 2001 |
| Adaptability: Conceptual and empirical perspectives on responses to change, novelty and uncertainty AJ Martin, H Nejad, S Colmar, GAD Liem Journal of Psychologists and Counsellors in Schools 22 (1), 58-81, 2012 | 379 | 2012 |
| Introducing a short version of the physical self description questionnaire: new strategies, short-form evaluative criteria, and applications of factor analyses HW Marsh, AJ Martin, S Jackson Journal of Sport and Exercise Psychology 32 (4), 438-482, 2010 | 369 | 2010 |