Gregory Arief D. Liem

The role of self-efficacy, task value, and achievement goals in predicting learning strategies, task disengagement, peer relationship, and achievement outcome

Gregory Arief D. Liem, Shun Lau, Youyan Nie · Contemporary Educational Psychology · 2007 · 776 citations

Self-efficacy Theory, Student Motivation, Achievement Goal +12

Adaptability: How students’ responses to uncertainty and novelty predict their academic and non-academic outcomes.

Andrew J. Martin, Harry Nejad, Susan Colmar et al. · Journal of Educational Psychology · 2013 · 363 citations

Educational Psychology, Individual Differences, Education +20

Academic motivation, self‐concept, engagement, and performance in high school: Key processes from a longitudinal perspective

Jasmine Green, Gregory Arief D. Liem, Andrew J. Martin et al. · Journal of Adolescence · 2012 · 349 citations

Teachers’ workplace well-being: Exploring a process model of goal orientation, coping behavior, engagement, and burnout

Philip D. Parker, Andrew J. Martin, Susan Colmar et al. · Teaching and Teacher Education · 2012 · 280 citations

Work Attitude, Teacher Education, Process Model +11

Student Engagement: Current State of the Construct, Conceptual Refinement, and Future Research Directions

Zi Yang Wong, Gregory Arief D. Liem · Educational Psychology Review · 2021 · 279 citations

Student Affairs, Student Learning, Learning Sciences +8