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Educational Psychology
An International Journal of Experimental Educational Psychology
Volume 40, 2020 - Issue 9: Technology-enhanced Learning and Assessment
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What factors influence students’ real-time motivation and engagement? An experience sampling study of high school students using mobile technology

Andrew J. MartinSchool of Education, University of New South Wales, Sydney, Australia; Correspondence[email protected]
ORCID Iconhttp://orcid.org/0000-0001-5504-392XView further author information
ORCID Icon,
Marianne MansourSchool of Education, University of New South Wales, Sydney, Australia; View further author information
&
Lars-Erik MalmbergDepartment of Education, University of Oxford, Oxford, UKView further author information
Pages 1113-1135 | Received 09 Dec 2017, Accepted 04 Nov 2018, Published online: 09 Feb 2019

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Hongbiao Yin. (2023) A mixed blessing: student engagement in emergency online learning during COVID-19 in China. Assessment & Evaluation in Higher Education 48:3, pages 362-376.
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Ella Bjerga Pettersen, Sigrun K. Ertesvåg, Sanni Pöysä, Grete Sørensen Vaaland & Tuomo Erkki Virtanen. (2023) Students’ situational engagement and its association with overall engagement: the application of the InSitu instrument in the context of a Norwegian lower secondary school. Scandinavian Journal of Educational Research 0:0, pages 1-14.
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Magdalena Mo Ching Mok. (2021) Learning, education and collaboration with the support of digital technology. Educational Psychology 41:1, pages 1-4.
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Ming Ming Chiu & Magdalena Mo Ching Mok. (2020) Technology-enhanced learning and assessment. Educational Psychology 40:9, pages 1053-1055.
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Articles from other publishers (26)

Mohammed Saqr & Sonsoles López‐Pernas. (2024) Mapping the self in self‐regulation using complex dynamic systems approach. British Journal of Educational Technology.
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Fuhai An, Linjin Xi & Jingyi Yu. (2023) The relationship between technology acceptance and self-regulated learning: the mediation roles of intrinsic motivation and learning engagement. Education and Information Technologies 29:3, pages 2605-2623.
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Andrew J. Martin. 2024.
Teomara Rutherford, Hye Rin Lee & Kerry Duck. (2023) Dynamic relations between motivation and performance across content in a mathematics learning technology. Learning and Individual Differences 107, pages 102346.
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Patrick N. Beymer & Emily Q. Rosenzweig. (2023) Predictors of short-term trajectories of students’ expectancy-value motivational beliefs in introductory calculus courses. Contemporary Educational Psychology 75, pages 102236.
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Hongjian Liao, Qianwei Zhang, Lin Yang & Yuenong Fei. (2023) Investigating relationships among regulated learning, teaching presence and student engagement in blended learning: An experience sampling analysis. Education and Information Technologies 28:10, pages 12997-13025.
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Andrew J Martin. (2023) University Students’ Motivation and Engagement During the COVID-19 Pandemic: The Roles of Lockdown, Isolation, and Remote and Hybrid Learning. Australian Journal of Education 67:2, pages 163-180.
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Hayo Reinders, Bradford J. Lee & Euan Bonner. (2023) Tracking learner engagement in the L2 classroom with experience sampling. Research Methods in Applied Linguistics 2:2, pages 100052.
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Kui Xie, Vanessa W. Vongkulluksn, Benjamin C. Heddy & Zilu Jiang. (2023) Experience sampling methodology and technology: an approach for examining situational, longitudinal, and multi-dimensional characteristics of engagement. Educational technology research and development.
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Anne Teravainen-Goff. (2023) Intensity and perceived quality of L2 engagement: Developing a questionnaire and exploring engagement of secondary school language learners in England. System 112, pages 102955.
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David W. Putwain, Joanna Beaumont & Diahann Gallard. (2023) Adaptability vs. buoyancy: Which offers the greater protection against test anxiety and could relations be reciprocal?. Learning and Individual Differences 101, pages 102247.
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Robin P. Nagy, Andrew J. Martin & Rebecca J. Collie. (2022) Disentangling motivation and engagement: Exploring the role of effort in promoting greater conceptual and methodological clarity. Frontiers in Psychology 13.
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Anne Teravainen-Goff. (2022) Why motivated learners might not engage in language learning: An exploratory interview study of language learners and teachers. Language Teaching Research, pages 136216882211353.
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Friederike Blume, Andrea Irmer, Judith Dirk & Florian Schmiedek. (2022) Day‐to‐day variation in students’ academic success: The role of self‐regulation, working memory, and achievement goals. Developmental Science 25:6.
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Rebecca Lazarides & Anja Schiepe-Tiska. (2022) Heterogenität motivationaler Merkmale im UnterrichtskontextHeterogeneity of motivational characteristics in classroom. Zeitschrift für Erziehungswissenschaft 25:2, pages 249-267.
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Zoltán Dörnyei & Alastair Henry. 2022. 89 134 .
Allan WigfieldKatherine Muenks & Jacquelynne S. Eccles. (2021) Achievement Motivation: What We Know and Where We Are Going. Annual Review of Developmental Psychology 3:1, pages 87-111.
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Hanna Gaspard & Fani Lauermann. (2021) Emotionally and motivationally supportive classrooms: A state-trait analysis of lesson- and classroom-specific variation in teacher- and student-reported teacher enthusiasm and student engagement. Learning and Instruction 75, pages 101494.
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Andrew J. Martin, Rebecca J. Collie & Robin P. Nagy. (2021) Adaptability and High School Students’ Online Learning During COVID-19: A Job Demands-Resources Perspective. Frontiers in Psychology 12.
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Andrew J. Martin, Paul Ginns, Emma C. Burns, Roger Kennett, Vera Munro-Smith, Rebecca J. Collie & Joel Pearson. (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.
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Andrew Kingsford-Smith & Paul Evans. (2019) A longitudinal study of psychological needs satisfaction, value, achievement, and elective music intentions. Psychology of Music 49:3, pages 382-398.
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Andrew J. Martin, Emma C. Burns, Roger Kennett, Joel Pearson & Vera Munro-Smith. (2021) Boarding and Day School Students: A Large-Scale Multilevel Investigation of Academic Outcomes Among Students and Classrooms. Frontiers in Psychology 11.
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Fernando Celso Garcia da Silveira, Rodrigo da Silva Monteiro, Ettore de Carvalho Oriol, Marcus Brauer & Alberto Luiz Albertin. 2021. Information Technology and Systems. Information Technology and Systems 146 156 .
Andrew J. Martin & Herbert W. Marsh. (2019) Investigating the reciprocal relations between academic buoyancy and academic adversity: Evidence for the protective role of academic buoyancy in reducing academic adversity over time. International Journal of Behavioral Development 44:4, pages 301-312.
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Siti Julia Mohd Shahrol, Shahida Sulaiman, Mohd Razak Samingan & Hasnah Mohamed. (2020) A Systematic Literature Review on Teaching and Learning English Using Mobile Technology. International Journal of Information and Education Technology 10:9, pages 709-714.
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Russell De Souza, Rehana Parveen, Supat Chupradit, Lovella G. Velasco, Myla Arcinas, Almighty Tabuena, Jupeth Pentang & Randy Joy Magno Ventayen. (2021) Language Teachers’ Pedagogical Orientations in Integrating Technology in the Online Classroom: Its Effect on Students Motivation and Engagement. SSRN Electronic Journal.
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