Andrew J. Martin

25.7k total citations · 3 hit papers
346 papers, 16.9k citations indexed

About

Andrew J. Martin is a scholar working on Social Psychology, Education and Experimental and Cognitive Psychology. According to data from OpenAlex, Andrew J. Martin has authored 346 papers receiving a total of 16.9k indexed citations (citations by other indexed papers that have themselves been cited), including 156 papers in Social Psychology, 129 papers in Education and 117 papers in Experimental and Cognitive Psychology. Recurrent topics in Andrew J. Martin's work include Motivation and Self-Concept in Sports (112 papers), Education, Achievement, and Giftedness (94 papers) and Early Childhood Education and Development (64 papers). Andrew J. Martin is often cited by papers focused on Motivation and Self-Concept in Sports (112 papers), Education, Achievement, and Giftedness (94 papers) and Early Childhood Education and Development (64 papers). Andrew J. Martin collaborates with scholars based in Australia, United Kingdom and Switzerland. Andrew J. Martin's co-authors include Herbert W. Marsh, Rebecca J. Collie, Gregory Arief D. Liem, Martin Dowson, Paul Ginns, Susan Colmar, Susan A. Jackson, Raymond L. Debus, Brad Papworth and Philip D. Parker and has published in prestigious journals such as SHILAP Revista de lepidopterología, Journal of Geophysical Research Atmospheres and PEDIATRICS.

In The Last Decade

Andrew J. Martin

334 papers receiving 15.6k citations

Hit Papers

align trajectories

What are hit papers?

Hit papers significantly outperform the citation benchmark for their cohort. A paper qualifies if it has ≥500 total citations, achieves ≥1.5× the top-1% citation threshold for papers in the same subfield and year (this is the minimum needed to enter the top 1%, not the average within it), or reaches the top citation threshold in at least one of its specific research topics.

Academic self‐concept and academic achievement: Relations and causal ordering

2010 684 citations Herbert W. Marsh, Andrew J. Martin profile →
Interpersonal Relationships, Motivation, Engagement, and Achievement: Yields for Theory, Current Issues, and Educational Practice

2009 627 citations Andrew J. Martin et al. profile →
Academic resilience and its psychological and educational correlates: A construct validity approach

2006 622 citations Andrew J. Martin, Herbert W. Marsh profile →

Peers — A (Enhanced Table)

Peers by citation overlap · career bar shows stage (early→late) cites · hero ref

Name	h						Papers	Cites
Andrew J. Martin Australia	68	7.2k	7.0k	4.7k	4.0k	3.0k	346	16.9k
Ellen A. Skinner United States	45	6.5k 0.9×	7.7k 1.1×	3.3k 0.7×	5.4k 1.3×	2.7k 0.9×	101	16.8k
Oliver Lüdtke Germany	72	8.3k 1.2×	9.3k 1.3×	7.6k 1.6×	4.4k 1.1×	2.8k 0.9×	309	21.7k
Katariina Salmela‐Aro Finland	70	6.5k 0.9×	4.5k 0.6×	3.4k 0.7×	5.3k 1.3×	1.7k 0.6×	349	15.7k
Luc G. Pelletier Canada	55	9.7k 1.3×	3.4k 0.5×	3.2k 0.7×	2.7k 0.7×	4.0k 1.3×	148	17.8k
Alexandre J. S. Morin Canada	66	8.3k 1.2×	3.7k 0.5×	4.1k 0.9×	5.3k 1.3×	1.8k 0.6×	337	18.2k
Stephen J. Ceci United States	59	5.4k 0.8×	3.9k 0.6×	5.0k 1.1×	4.7k 1.2×	5.2k 1.7×	266	22.2k
Kenneth E. Barron United States	29	5.0k 0.7×	3.0k 0.4×	4.6k 1.0×	1.6k 0.4×	1.6k 0.5×	51	10.5k
Craig K. Enders United States	47	5.5k 0.8×	4.7k 0.7×	3.4k 0.7×	6.8k 1.7×	2.0k 0.7×	121	22.7k
Richard M. Lerner United States	73	6.7k 0.9×	6.5k 0.9×	3.0k 0.6×	7.3k 1.8×	1.9k 0.6×	363	19.9k
Concetta Pastorelli Italy	48	5.9k 0.8×	3.8k 0.5×	1.8k 0.4×	6.7k 1.7×	837 0.3×	152	14.1k

Countries citing papers authored by Andrew J. Martin

Since Specialization

Citations

This map shows the geographic impact of Andrew J. Martin's research. It shows the number of citations coming from papers published by authors working in each country. You can also color the map by specialization and compare the number of citations received by Andrew J. Martin with the expected number of citations based on a country's size and research output (numbers larger than one mean the country cites Andrew J. Martin more than expected).

Fields of papers citing papers by Andrew J. Martin

Since Specialization

Physical SciencesHealth SciencesLife SciencesSocial Sciences

This network shows the impact of papers produced by Andrew J. Martin. Nodes represent research fields, and links connect fields that are likely to share authors. Colored nodes show fields that tend to cite the papers produced by Andrew J. Martin. The network helps show where Andrew J. Martin may publish in the future.

Co-authorship network of co-authors of Andrew J. Martin

This figure shows the co-authorship network connecting the top 25 collaborators of Andrew J. Martin. A scholar is included among the top collaborators of Andrew J. Martin based on the total number of citations received by their joint publications. Widths of edges represent the number of papers authors have co-authored together. Node borders signify the number of papers an author published with Andrew J. Martin. Andrew J. Martin is excluded from the visualization to improve readability, since they are connected to all nodes in the network.

All Works

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20 of 20 papers shown

Martin, Andrew J., Gregory Arief D. Liem, Rebecca J. Collie, Lars‐Erik Malmberg, & Tim Mainhard. (2025). School-level academic and cultural demands and resources: Their role in immigrant students’ motivation and achievement.. Journal of Educational Psychology. 117(8). 1251–1268.

Granziera, Helena, Andrew J. Martin, & Rebecca J. Collie. (2023). Teacher well-being and student achievement: A multilevel analysis. Social Psychology of Education. 26(2). 279–291. 27 indexed citations

Ginns, Paul, et al.. (2023). Creative Self-Beliefs Among Children and Adolescents. Australian Journal of Education. 67(2). 181–195. 3 indexed citations

Cole, Joby, Thomas Payne, N Claire Gordon, et al.. (2022). Monkeypox encephalitis with transverse myelitis in a female patient. The Lancet Infectious Diseases. 23(3). e115–e120. 22 indexed citations

Martin, Andrew J., Paul Ginns, & Rebecca J. Collie. (2022). University students in COVID-19 lockdown: The role of adaptability and fluid reasoning in supporting their academic motivation and engagement. Learning and Instruction. 83. 101712–101712. 27 indexed citations

Martin, Andrew J., et al.. (2021). Assessing Instructional Cognitive Load in the Context of Students' Psychological Challenge and Threat Orientations: A Multi-Level Latent Profile Analysis of Students and Classrooms. Frontiers in Psychology. 12. 656994–656994. 13 indexed citations

Gibson, Robyn, et al.. (2020). Quality teaching frameworks and arts education: Seeking a compatible approach. Journal of Curriculum Studies. 52(6). 840–856. 3 indexed citations

Burns, Emma, Andrew J. Martin, & Paul Evans. (2019). The role of teacher feedback–feedforward and personal best goal setting in students’ mathematics achievement: a goal setting theory perspective. Educational Psychology. 41(7). 825–843. 12 indexed citations

Martin, Andrew J., Marianne Mansour, & Lars‐Erik Malmberg. (2019). What factors influence students’ real-time motivation and engagement? An experience sampling study of high school students using mobile technology. Educational Psychology. 40(9). 1113–1135. 47 indexed citations

10.

Martin, Andrew J., et al.. (2019). Teacher assistants working with students with disability: the role of adaptability in enhancing their workplace wellbeing. International Journal of Inclusive Education. 25(5). 565–587. 15 indexed citations

11.

Martin, Andrew J., et al.. (2018). Achievement in large-scale national numeracy assessment: An ecological study of motivation and student, home, and school predictors.. Journal of Educational Psychology. 110(4). 465–482. 17 indexed citations

12.

Holliman, Andrew, et al.. (2018). Adaptability: does students’ adjustment to university predict their mid-course academic achievement and satisfaction?. Journal of Further and Higher Education. 43(10). 1444–1455. 28 indexed citations

13.

Durksen, Tracy L., et al.. (2017). Conducting Research in a Medical Science Museum: Lessons Learned from Collaboration Between Researchers and Museum Educators. Journal of Museum Education. 42(3). 273–283. 5 indexed citations

14.

Martin, Andrew J., et al.. (2013). The role of arts participation in students’ academic and nonacademic outcomes: A longitudinal study of school, home, and community factors.. Journal of Educational Psychology. 105(3). 709–727. 92 indexed citations

15.

Marsh, Herbert W., Paul Ginns, Alexandre J. S. Morin, Benjamin Nagengast, & Andrew J. Martin. (2011). Use of student ratings to benchmark universities: Multilevel modeling of responses to the Australian Course Experience Questionnaire (CEQ).. Journal of Educational Psychology. 103(3). 733–748. 44 indexed citations

16.

Martin, Andrew J.. (2010). Should students have a gap year? Motivation and performance factors relevant to time out after completing school.. Journal of Educational Psychology. 102(3). 561–576. 66 indexed citations

17.

Martin, Andrew J. & Herbert W. Marsh. (2009). Academic resilience and academic buoyancy: multidimensional and hierarchical conceptual framing of causes, correlates and cognate constructs. Oxford Review of Education. 35(3). 353–370. 310 indexed citations

18.

Marsh, Herbert W., et al.. (2008). A multilevel perspective on gender in classroom motivation and climate: Potential benefits of male teachers for boys?. Journal of Educational Psychology. 100(1). 78–95. 120 indexed citations

19.

Martin, Andrew J.. (2002). Motivation and Academic Resilience: Developing a Model for Student Enhancement. Australian Journal of Education. 46(1). 34–49. 192 indexed citations

20.

Martin, Andrew J. & Cadeyrn J. Gaskin. (2001). Developing game sense. Deakin Research Online (Deakin University). 3. 12–12. 1 indexed citations

Rankless uses publication and citation data sourced from OpenAlex, an open and comprehensive bibliographic database. While OpenAlex provides broad and valuable coverage of the global research landscape, it—like all bibliographic datasets—has inherent limitations. These include incomplete records, variations in author disambiguation, differences in journal indexing, and delays in data updates. As a result, some metrics and network relationships displayed in Rankless may not fully capture the entirety of a scholar's output or impact.

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