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Andrew J. Martin
Researcher at University of New South Wales
Publications - 897
Citations - 43053
Andrew J. Martin is an academic researcher from University of New South Wales. The author has contributed to research in topics: Medicine & Academic achievement. The author has an hindex of 84, co-authored 819 publications receiving 36203 citations. Previous affiliations of Andrew J. Martin include University of Western Australia & Max Planck Society.
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The benefits and costs of tamoxifen for breast cancer prevention
TL;DR: To estimate the effects of key uncertainties on the effectiveness and cost‐effectiveness of breast cancer prevention with tamoxifen, a large number of patients were randomly assigned to receive the drug or a placebo.
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Primary school students' learning experiences of, and self-beliefs about competence, effort, and difficulty: Random effects models
TL;DR: This article investigated the variability and interrelatedness of situation-specific learning experiences of competence evaluation, effort exertion and task difficulty during one week at school and found that students who on average, across situations, evaluated their competence higher exerted less effort in situations and evaluated competence higher at difficult tasks.
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Load reduction instruction: Exploring a framework that assesses explicit instruction through to independent learning
Andrew J. Martin,Paul G. Evans +1 more
TL;DR: Load reduction instruction (LRI) is an instructional approach aimed at managing the cognitive burden on students in the initial stages of learning; then, as fluency and automaticity develop, students are encouraged to engage in guided independent learning.
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Motivation and Engagement in Mathematics: A Qualitative Framework for Teacher-Student Interactions.
TL;DR: In this article, the authors developed a qualitative framework that highlights the influence of teacher-student interactions on student motivation and engagement in mathematics and found that effective classroom organisation was one of the most important factors for motivating and engaging students in mathematics.
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Students’ self-worth protection and approaches to learning in higher education: predictors and consequences
TL;DR: In this article, a study was conducted to test a process model of students' learning in higher education, linking anxiety, course experience (positive and negative), self-worth protection (SWP), defensive expectations, reflectivity, student approach to learning (SAL) (deep/surface), and achievement.