村山航の研究業績一覧


 卒業論文
 偏差値評価が内発的動機づけに与える影響
 
 修士論文
 テスト評価が学習方略に与える影響
 
 博士論文
 テスト形式が学習方略に与える影響とそのプロセスの解明 pdfファイル(1066kb)


学術論文(審査付投稿論文)
In press
Fastrich, G. M., Tyson, K., Castel, A. D., & Murayama, K. (in press). The role of interest in memory for trivia questions: An investigation with a large-scale database. Motivation Science.
Weinstein, N., Przybylski, A. K., & Murayama, K. (in press). A prospective study of the motivational and health dynamics of Internet Gaming Disorder. Peer J.
Hamm, J. M., Perry, R. P., Chipperfield, J. G., Murayama, K., & Weiner, B. (in press). Attribution-based motivation treatment efficacy in an online learning environment for students who differ in cognitive engagement. Motivation and Emotion.
Marsh, H. M., Pekrun, R., Murayama, K., Arens, A. K., Parker, P. D., Guo, J., & Dicke, T. (in press). An integrated model of academic self-concept development: Academic self-concept, grades, test scores, and tracking over six years. Developmental Psychology.
Elliot, A. J., Jury, M., & Murayama, K. (in press). Trait and perceived environmental competitiveness in achievement situations. Journal of Personality.
Pekrun, R., Lichtenfeld, S., Marsh, H. W., Murayama, K., & Goetz, T. (in press). Achievement emotions and adolescents' academic performance: Longitudinal models of developmental ordering. Child Development
Elliot, A. J. Aldhobaiban, N.,Murayama, K., Kobeisy, A., Goc?owska, M. A., & Khyat, A. (in press). Impression management and achievement motivation: Investigating substantive links.International Journal of Psychology
2017
Arens, A. K., Marsh, H. W., Pekrun, R., Lichtenfeld, S., Murayama, K., vom Hofe, R.(2017). Math self-concept, grades, and achievement test scores: Long-term reciprocal effects across five waves and three achievement tracks. Journal of Educational Psychology, 109621-634.
Takeda, K., Matsumoto, M, Ogata, Y., Maida, K., Murakami, H., Murayama, K., Shimoji, K., Hanakawa, T., Matsumoto, K., & Nakagome, K.(2017). Impaired prefrontal activity to regulate the intrinsic motivation-action link in schizophrenia. NuroImage: Clinical,16,32-42.
Middlebrooks, C. D., Murayama, K., & Castel, A. D. (2017). Test expectancy and memory for important information. Journal of Experimental Psychology: Learning, Memory, and Cognition,43,972-985.
Goc?owska, M. A., Aldhobaiban, N., Elliot, A. J., Murayama, K., Kobeisy, A., & Abdelaziz, A. (2017). Temperament and self-based correlates of cooperative, competitive and individualistic learning preferences. International Journal of Psychology,52,180-188.
Marsh, H. M., Pekrun, R., Parker, P. D., Murayama, K., Guo, J., Dicke, T., & Lichtenfeld, S. (in press). Long-term positive effects of repeating a year in school: Six-year longitudinal study of self-beliefs, anxiety, social relations, school grades, and test scores.Journal of Educational Psychology,109,425-438.
Hargis, M. B., Yue, C. L., Kerr, T., Ikeda, K., Murayama, K., & A. D. Castel (2017). Metacognition and proofreading: The roles of aging, motivation, and interest.Aging, Neuropsychology and Cognition,24,216-226.
Rhodes, M. G., Witherby, A. E., Castel, A. D., & Murayama, K. (2017). Explaining the foregetting bias effect on value judgments. Memory & Cognition, 45,362-374.
Przybylski, A., Weinstein, N., & Murayama, K. (2017). Open scientific practices are the way forward for internet gaming disorder research: Response to Yao et al.American Journal of Psychiatry, 174,487.
Przybylski, A., Weinstein, N., & Murayama, K. (2017). Internet gaming disorder: Investigating the clinical relevance of a new phenomenon. American Journal of Psychiatry, 174,230-236.
Warwick, H., Reardon, T., Cooper, P., Murayama, K., Reynold, S., Wilson, C., & Creswell, C. (2017). Complete recovery from anxiety disorders following cognitive behavior therapy in children and adolescents: An meta-analysis. Clinical Psychology Review, 52,77-91.
2016
Murayama, K., Kitagami, S., Tanaka, A., & Raw, J. A. (2016). People’s naivete about how extrinsic rewards influence intrinsic motivation. Motivation Science, 2,138-142.
Ikeda, K., Yue, C. L., Murayama, K., & Castel, A. (2016). Achievement goals affect metacognitive judgments. Motivation Science, 2,199-219
Marsh, H. W., Pekrun, R., Lichtenfeld, S., Guo, J., Arens, A. K., & Murayama, K. (2016). Breaking the double-edged sword of effort/trying hard: Developmental equilibrium and longitudinal relations among effort, achievement, and academic self-concept.Developmental Psychology, 52,1273-1290.
Murayama, K., Blake, A., Kerr, T., & Castel, A. D (2016). When enough is not enough: Information overload and metacognitive decisions to stop studying information. Journal of Experimental Psychology: Learning, Memory, and Cognition, 42,914-924.
Murayama, K., Pekrun, R., Suzuki, M., Marsh, H. W., & Lichtenfeld, S. (2016). Don't aim too high for your kids: Parental over-aspiration undermines students' learning in mathematics. Journal of Personality and Social Psychology, 111,766-779.
Middlebrooks, C. D., Murayama, K., & Castel, A. D. (2016). The value in rushing: Memory and selectivity when short on time. Acta Psychologica, 170,1-9.
Castel, A. D., Friedman, M. C., McGillivray, S., Flores, C. C., Murayama, K., Kerr, T. & Drolet, A. (2016). I owe you: Age-related similarities and differences in associated memory for gains and losses. Aging, Neuropsychology and Cognition, 23(5),549-565.
Kuhbandner, C., Aslan, A., Emmerdinger K., & Murayama K. (2016). Providing extrinsic reward for test performance undermines long-term memory acquisition. Frontiers in Psychology, 7(79),1-12.
Ueno, T., Fastrich, G. & Murayama, K. (2016). Meta-analysis to integrate effect sizes within a paper: Possible misuse and Type-1 error inflation. Journal of Experimental Psychology: General, 145(5), 643-654.
Yamagata, B., Murayama, K., Black, J. M., Hancock, R., Mimura, M., Yang, T. T., Reiss, A. L., & Hoeft, F. (2016). Female-specific intergenerational transmission patterns of the human corticolimbic circuitry. Journal of Neuroscience, 36(4), 1254-1260.
Middlebrooks, C. D., McGillivray, S., Murayama, K., & Castel, A. D. (2016). Memory for allergies and health foods: How younger and older adults strategically remember critical health information. Journal of Gerontology: Psychological Sciences, 73(3), 389-399.
Goetz, T., Sticca, F., Pekrun, R., Murayama, K. & Elliot, A. J. (2016). Intraindividual relations between achievement oals and discrete achievement emotions: An experience sampling approach. Learning and Instruction, 41, 115-125.
2015
McGillivray, S., Murayama, K., & Castel, A. D. (2015). Thirst for knowledge: The effects of curiosity and interest on memory in younger and older adults. Psychology and Aging, 30(4), 835-841.
Weidman, A. C., Augustine, A. A, Murayama, K., & Elliot, A. J. (2015). Internalizing symptomatology and academic achievement: Bi-directional prospective relations in adolescence. Journal of Research in Personality, 58, 106-114.
Murayama, K., Matsumoto, M., Izuma, K., Sugiura, A., Ryan, R. M., Deci, E. L., & Matsumoto, K. (2015). How self-determined choice facilitates performance: A key role of the ventromedial prefrontal cortex. Cerebral Cortex, 25, 1241-1251.
Elliot, A. J., Murayama, K., Kobeisy, A., & Lichtenfeld, S. (2015). Potential-based achievement goals. British Journal of Educational Psychology, 85, 192-206.
Izuma, K., Akula, S., Murayama, K., Wu, D-A., Iacoboni, M. & Adolphs, R. (2015). A causal role for posterior medial prefrontal cortex in choice-induced preference change. Journal of Neuroscience, 35, 3598-3606.
Ikeda, K., Castel, A. D., & Murayama, K. (2015). Mastery-approach goals eliminate retrieval-induced forgetting: The role of achievement goals in memory inhibition Personality and Social Psychlogy Bulletin, 41, 687-695.
Kovas, Y., Garon-Carrier, G., Boivin, M., Petrill, S. A., Plomin, R., Malykh, S. B., Spinath, F., Murayama, K., Ando, J., Bogdanova, O. Y., Brendgen, M., Dionne, G., Forget-Dubois, N., Gottschling, J., Guay, F., Lemelin, J-P., Logan, J. A., Yamagata, S., Shikishima, C., Spinath, B., Thompson, L. A., Tikhomirova, T. N., Tosto, M. G., Tremblay, R. E., & Vitaro, F. (2015). Why do children differ in motivation to learn: Insights from over 13,000 twins from 6 countries. Personality and Individual Differences, 80, 51-63.
Friedman, M., McGillivray, S., Murayama, K. & Castel, A. D. (2015). Memory for medication side effects in younger and older adults: The role of subjective and objective importance. Memory & Cognition, 42206-215
2014
Eich, T.S. , Murayama, K., Castel, A. D., & Knowlton, B. J. (2014). The dynamic effects of age-related stereotype threat on explicit and implicit memory performance in older adults. Social Cognition, 32, 559-570
Murayama, K., Miyatsu, T., Buchli, D., & Storm, B. C. (2014). Forgetting as a consequence of retrieval: A meta-analytic review of retrieval-induced forgetting. Psychological Bulletin, 140, 1383-1409.
Braver, T. S., Krug, M. K., Chiew, K. S., Kool, W., Clement, N. J., Adcock, A., Barch, D. M., Botvinick, M. M., Carver, C. S., Cols, R., Custers, R., Dickinson, A. R., Dweck, C. S., Fishbach, A., Gollwitzer, P. M., Hess, T. M., Isaacowitz, D. M., Mather, M., Murayama, K., Pessoa, L., Samanez-Larkin, G. R., & Somerville, L. H. (2014). Mechanisms of motivation-cognition interaction: Challenges and opportunities. Cognitive, Affective, & Behavioral Neuroscience, 14, 443-472.
Murayama, K., Sakaki, M., Yan, V. X., & Smith, G. M. (2014). Type-1 error inflation in the traditional by-participant analysis to metamemory accuracy: A generalized mixed-effects model perspective. Journal of Experimental Psychology: Learning, Memory, & Cognition, 40, 1287-1306.
Aoki, R., Matsumoto, M., Yomogida, Y., Izuma, K., Murayama, K., Sugiura, A., Camerer, C. F., Adolphs, R., & Matsumoto, K. (2014). Social equality in the number of choice options is represented in the ventromedial prefrontal cortex. Journal of Neuroscience., 34, 6413-6421.
Tanaka, A. & Murayama, K. (2014). Within-person analyses of situational interest and boredom: Interactions between task-specific perceptions and achievement goals. Journal of Educational Psychology, 106, 1122-1134.
Murayama, K., Pekrun, R., & Fiedler, K. (2014). Research practices that can prevent an inflation of false-positive rates. Personality and Social Psychology Review, 18, 107-118.
Murayama, K. & Kitagami, S. (2014). Consolidation power of extrinsic rewards: Reward cues enhance long-term memory for irrelevant past events. Journal of Experimental Psychology: General, 143, 15-20.
Pekrun, R., Cusack, A., Murayama, K., Elliot, A, J., & Thomas, K. (2014). The power of anticipated feedback: Effects on students' achievement goals and achievement emotions Learning and Instruction, 29, 115-124.
Storm, B. C., Friedman, M. C., Murayama, K., & Bjork, R. A. (2014). On the transfer of prior tests or study events to subsequent study. Journal of Experimental Psychology: Learning, Memory, and Cognition.,40, 115-124.
2013
Murayama, K., Pekrun, R., Lichtenfeld, S., & vom Hofe, R. (2013). Predicting long-term growth in adolescents' mathematics achievement: The unique contributions of motivation and cognitive strategies. Child Development, 84, 1475-1490. (featured in Time Magazine, Wall Street Journal, HealthDay, Scientific American, etc.)
Castel, A. D., Murayama, K., Friedman, M. C., McGillivray, S., & Link, I. (2013). Selecting valuable information to remember: Age-related differences and similarities in self-regulated learning. Psychology and Aging, 28, 232-242.
Sakaki, M. & Murayama.K. (2013). Automatic ability attribution after failture: A dual process view of achievement attribution.PLoS ONE, 8(5), e63066.
Izuma, K. & Murayama, K. (2013). Choice-induced preference change in the free-choice paradigm: A critical methodological review. Frontiers in Psychology, 4:41.(the authors equally contributed to the paper)
Przybylski, A. K., Murayama, K., DeHaan, C. R., & Gladwell, V. (2013). Motivational, emotional, and behavioral correlates of fear of missing out. Computers in Human Behavior, 29, 1841-1848.
吉田寿夫・村山航 (2013). なぜ学習者は専門家が学習に有効だと考えている方略を必ずしも使用しないのか 教育心理学研究, 61, 32-43. (優秀論文賞受賞)
2012
Murayama, K. & Elliot, A. J. (2012). Further clarifying the competition-performance relation: Reply to Johnson et al. (2012). Psychological Bulletin, 138, 1079-1084.
Murayama, K. & Elliot, A. J. (2012). The competition-performance relation: A meta-analytic review and test of the opposing processes model of competition and performance. Psychological Bulletin, 138, 1035-1070.
   [see also Commentary on this paper: Johnson, D. W., Johnson, R. T., & Roseth, C. J. (2012). Competition and performance: More facts, more understanding? Comment on Murayama and Elliot (2012).  Psychological Bulletin, 138, 1071-1078.]
Law, W., Elliot, A. J., & Murayama, K. (2012). Perceived competence moderates the relation between performance-approach and performance-avoidance goals. Journal of Educational Psychology, 104, 806-819.
Elliot, A. J., Sedikides, C., Murayama, K., Tanaka, A., Thrash, T. M., & Mapes, R. R. (2012). Cross-cultural generality and specificity in self-regulation: Avoidance personal goals and multiple aspects of wellbeing in the U.S. and Japan. Emotion, 12, 1031-1040.
Lichtenfeld, S., Pekrun, R., Stupnisky, R. H., Reiss, K., & Murayama, K. (2012). Measuring students' emotions in the early years: The achievement emotions questionnaire-elementary school (AEQ-ES). Learning and Individual Differences, 22, 190-201.
Przybylski, A. K., Weinstein, N., Murayama, K., Lynch, M. F., & Ryan, R. M. (2012). The ideal self at play: The appeal of video games that let you be all you can be. Psychological Science, 23, 77-85.
2011
Murayama, K. & Elliot, A. J. (2011). Achievement motivation and memory: Achievement goals differentially influence immediate and delayed remember-know recognition memory.Personality and Social Psychology Bulletin, 37, 1339-1348.
Elliot, A. J., Murayama, K., & Pekrun, R. P. (2011) A 3 x 2 achievement goal model. Journal of Educational Psychology, 103, 632-648.
Shikishima, C., Yamagata, S., Hiraishi, K., Sugimoto, Y., Murayama, K., & Ando, J. (2011). A simple syllogism-solving test: Empirical findings and implications for g research. Intelligence, 39, 89-99.
Elliot, A. J., Thrash, A. M., & Murayama, K. (2011). Longitudinal analysis of self-regulation and well-being: Avoidance personal goals, avoidance coping, stress generation, and subjective well-being. Journal of Personality, 79, 643-674.
Murayama, K. & Kuhbandner, C. (2011). Money enhances memory consolidation - But only for boring material. Cognition, 119, 120-124.
Murayama, K., Elliot, A. J., & Yamagata, S. (2011). Separation of performance-approach and performance-avoidance goals: A broader analysis. Journal of Educational Psychology, 103, 238-256.
松元健二・松元まどか・村山航・出馬圭世 (2011). 目標指向行動と内発的動機の神経機構 基礎心理学研究, 29, 164-170.
2010
Murayama, K., Matsumoto, M., Izuma, K., & Matsumoto, K. (2010). Neural basis of the undermining effect of extrinsic reward on intrinsic motivation. Proceedings of the National Academy of Sciences of the United States of America, 107, 20911-20916. (featured in BBC news, Yahoo News Top, etc.)
   [see also Commentary on this paper: Camerer, C. F. (2010). Removing financial incentives demotivates the brain. Proceedings of the National Academy of Sciences of the United States of America, 107, 20849-20850.]
Izuma, K. Matsumoto, M., Murayama, K., Samejima, K., Sadato, N. & Matsumoto, K. (2010). Neural correlates of cognitive dissonance and choice-induced preference change. Proceedings of the National Academy of Sciences of the United States of America, 107, 22014-22019. (featured in Yahoo News Top, etc.)
鈴木雅之・田中瑛津子・村山航・市川伸一 (2010). 工夫速算問題の分類と抽象的方略を用いた教授の効果 日本教育工学会論文誌, 34, 35-43.
2009
Murayama, K. & Elliot, A. J. (2009). The joint influence of personal achievement goals and classroom goal structures on achievement-relevant outcomes. Journal of Educational Psychology, 101, 432-447.

Murayama, K., Zhou, M., & Nesbit, J. C. (2009). A cross-cultural examination of the psychometric properties of the achievement goal questionnaire. Educational and Psychological Measurement., 69, 266-286. 

市川伸一・南風原朝和・杉澤武俊・瀬尾美紀子・清河幸子・犬塚美輪・村山航・植阪友理・小林寛子・篠ヶ谷圭太 (2009). 数学の学力・学習力診断テスト COMPASS の開発 認知科学, 16, 333-347.
2008
Elliot, A. J. & Murayama, K. (2008). On the measurement of achievement goals: Critique, illustration, and application. Journal of Educational Psychology, 100, 613-628.
2006
村山航 (2006). 再認記憶の二重過程モデルとその測定法:“多層的な枠組み”の提案 心理学評論, 49, 569-591.
高橋亜希子・村山航 (2006). 総合学習の達成の要因に関する量的・質的検討:学習様式との関連に着目して 教育心理学研究, 54, 371-383.
村山航 (2006). テストへの適応:教育実践上の問題点と解決のための視点 教育心理学研究, 54, 265-279.
村山航 (2006). テストスキーマへの介入が空所補充型テストと学習方略との関係に及ぼす影響 教育心理学研究, 54, 63-74.
2005
村山航・及川恵 (2005). 回避的な自己制御方略は本当に非適応的なのか 教育心理学研究, 53, 273-286.(優秀論文賞受賞) 
村山航 (2005). テスト形式の予期による方略変容メカニズムの検討 教育心理学研究, 53, 172-184. 
2004
村山航 (2004). 援助要請行動の回避は本当に課題達成を妨げるのか ソーシャルモチベーション研究, 3, 3-11. 
橋本渉・犬塚美輪・村山航 (2004). 抽象的主題と日常的文脈を結びつけた情報の提示が授業理解に及ぼす効果:社会科の授業展開に関する比較研究 日本教科教育学会誌, 27, 21-30. 
村山航 (2004). ポジティブな目標表象とネガティブな目標表象:“3次元の枠組み”の提唱 教育心理学研究, 52, 199-213.
村山航 (2004). テスト形式の違いによる学習方略と有効性の認知の変容 心理学研究, 75, 262-268. 
2003
村山航 (2003). 達成目標理論の変遷と展望 :緩い統合」という視座からのアプローチ 心理学評論, 46, 564-583. 
村山航 (2003). 遂行目標未分化仮説の検討 ソーシャルモチベーション研究, 2, 3-11. pdfファイル(256kb) 
村山航 (2003). 学習方略の使用と短期的・長期的な有効性の認知との関係 教育心理学研究,51, 130-140. 
村山航 (2003). テスト形式が学習方略に与える影響 教育心理学研究, 51, 1-12. (城戸論文奨励賞受賞) 
 
学術論文(紀要など)
村山航 (2012). 妥当性:概念の歴史的変遷と心理測定学的観点からの考察 教育心理学年報, 51, 118-130.
Ichikawa, S., Seo, M., Murayama, K., & Uesaka, Y. (2006). Development of Componentioal assessment for mathematical competences (COMPASS). Center for Research of Core Academic Competences (Eds.), Core academic competences: Policy issues and educational reform. -第4回国際シンポジウム報告書- Pp. 145-177.
村山航 (2005). 主体的・内発的な意欲は必ず望ましい結果をもたらすのか 東京大学大学院教育学研究科比較教育社会学コース(編) 「首都圏の私立中学生の生活・意識・行動に関する調査」研究報告書, pp78-88.
村山航・高橋亜希子 (2004). 卒業研究の成績に関する調査研究 ネットワーク, 7, 9-11.
村山航 (2003). 歴史(近現代史):ビデオ教材と確認テストの導入で,知識の定着を図る 学校臨床研究, 2(1), 99-103. pdfファイル(56kb) 
村山航 (2003). 市販の学力検査における現状と展望 文部科学省21世紀COEプログラム 東京大学大学院教育学研究科基礎学力研究開発センター Working Paper, 3.(基礎学力研究開発センターのページよりダウンロードできます) 
 
依頼原稿 
村山航・松元健二 (2015). やる気:内発的動機づけの神経科学 生体の科学, 66(1), 1-5.
村山航 (2014). 自分のやる気を知る:メタ動機づけ 児童心理学の進歩
村山航 (2014). やる気の心理学 マーケティングリサーチャー, 123, 10-15.
村山航・松元健二 (2014). アンダーマイニング効果とその神経基盤 Clinical Neuroscience, 32(1), 73-76.
村山航 (2006). 国際学力調査の結果概要 −PISA2003とTIMSS2003− 初等理科教育, 40(5), 14-17. 
村山航 (2005). 授業改善にテストを生かす −テストが子どもに与える影響− 初等理科教育, 39(3), 56-57. 
村山航 (2005). PISAの“基本”を確認する−調査の枠組みや得点解釈の方法に関する素朴な疑問− 指導と評価, 51(6), 13-17. 
村山航 (2004). “テスト”によって学習行動が変わる -テスト形式が学習方略に与える影響- 指導と評価, 50(7), 58-61. 
 
著書(分担執筆) 
Izuma, K., & Murayama, K. (in press). The neural basis of cognitive dissonance. In E. Harmon-Jones (Ed.), Cognitive dissonance: Progress on apivotal theory in social psychology (2nd edition). . Washington, DC: American Psychological Association.
Murayama, K., Goetz, T., Malmberg, L-E., Pekrun, R., Tanaka, A. & Martin, A. J. (2017). Within-person analysis in educational psychology: Importance and illustrations. In D. W. Putwain, & K. Smart(Eds.), British Journal of Educational Psychology Monograph Series II: Psychological Aspcets of Education --- Current Trends: The role of competence beliefs in teaching and learning(pp. 71-87). Oxford: Wiley
Murayama, K., Izuma, K., Aoki, R. & Matsumoto, K. (2016). "Your choice" motivates you in the brain: The emergence of autonomy neuroscience. In S. Kim, J. Reeve, & M. Bong (Eds.), Advances in Motivation and Achievement (Vol. 19, Revent Developments in Neuroscience Research on Human Motivation), Bingley, UK: Emerald Publishing Limited; pp. 95-125.
Murayama, K. & Elliot, A. J. (2013). The competition-performance relation from the perspective of the opposing processes model. In D. M. McInerney, H. W., Marsh, & R. Craven, R. (Eds.). Theory driving research: New wave perspectives on self-processes and human development (Advances in self research. Vol. 4). Charlotte, NC: Information Age Publishing.
Murayama, K., Elliot, A. J., & Friedman, R. (2012). Achievement goals and approach-avoidance motivation. In R. M. Ryan (Ed.), The Oxford handbook of human motivation (pp. 191-207). Oxford: Oxford University Press.
Elliot, A. J., Conroy, D., Barron, K. E., & Murayama, K. (2010). Achievement motives and goals: A developmental analysis. In M. Lamb, A. M. Freund, & R. M. Lerner (Eds.), The handbook of life-span development: Vol. 2. Social and emotional development (pp. 474-510). Hoboken, NJ: Wiley.
Friedman, R., Moller, A. C., Fryer, J. W., Zahn, I., Law, W., Acuff, R. D., Niesta, D., Murayama, K., Meier, A. M., Jelstad, B., & Elliot, A. J. (2009). Achievement goals in the context of the hierarchical model of approach-avoidance achievement motivation. In A. Kaplan, S. A. Karabenick \& E. DeGroot (Eds.), Culture, self, and motivation: Essays in honor of Martin L. Maehr (pp. 111-134). NY: Information Age Publishers.
Murayama, K. (2008). Objective test items. In E. Anderman (ed.), Psychology of classroom learning: An encyclopedia. Detroit: Macmillan Reference USA. 
村山航 (印刷中). 確証的因子分析・ベイジアン因子分析とその応用:心理・教育領域における実例  柳井晴夫・中村知靖(編) 因子分析−実践活用編− 朝倉書店
村山航 (印刷中). メタ記憶・メタ認知:あなたは自分をどれだけ知っている?  北神慎司・林創(編) 心のしくみを考える:認知心理学研究の深化と広がり ナカニシヤ出版
村山航 (印刷中). 概念の整理:期待と価値の観点から  寺澤美彦・田中あゆみ・黒石憲洋(編) ヒューマン・モティベーション[理論編] ナカニシヤ出版
村山航 (2013). 評価の影響 心理学辞典 誠信書房 Pp. 561-563.
村山航 (2012). 接近・回避動機づけ 鹿毛雅治 (編) モティベーションをまなぶ12の理論 金剛出版 Pp. 37-65.
村山航 (2011). 日本の子どもの学ぶ意欲は低いのか −学習意欲を巡る3つの「思い込み」を吟味する− 大久保智生・牧郁子(編) 実践をふりかえるための教育心理学  ナカニシヤ出版 Pp. 85-100.
村山航 (2010). 認知と動機づけ 市川伸一(編) 現代の認知心理学:発達と教育 北大路書房 Pp. 104-128.
村山航 (2008). メタ記憶の測定 清水寛之(編) メタ記憶:記憶のモニタリングとコントロール 北大路書房 Pp. 41-63.
村山航 (2007). 評価と子どもの意欲 中谷素之(編) 学ぶ意欲を育てる人間関係作り:人間関係からの動機づけ論 金子書房 Pp. 32-33.
村山航 (2007). 学習方略:子ども自身の自律的な学習を目指して 藤田哲也(編) 絶対役立つ教育心理学:実践のための理論,理論をふまえた実践 ミネルヴァ書房 Pp. 85-100.
村山航 (2006). 「MLwiN」「HLM」 小野寺孝義(編訳) 基礎から学ぶマルチレベルモデル ナカニシヤ Pp. 119-166. 
村山航 (2006). 感情と脳 北村英哉・木村晴(編) 感情研究の最前線:感情をめぐる心の働き ナカニシヤ  Pp. 67-92.
村山航 (2006). テスト形式と学習の方向性 辰野千壽・石田恒好・北尾倫彦(監修) 教育評価事典 図書文化 P. 548 
村山航 (2006). 教育評価 鹿毛雅治(編) 講座教育心理学 朝倉書店 Pp. 173-194.
村山航 (2006). PISAが示すもの:求められる評価リテラシー 東京大学基礎学力研究開発センター(編) 日本の教育と基礎学力:危機と展望 明石書店 Pp. 70-91. 
村山航 (2005). 動機づけ理論から見えること・隠されること 溝上慎一・藤田哲也(編) 心理学者,大学教育への挑戦 ナカニシヤ出版 Pp. 115-119. 
村山航 (2002). 目標・評価構造と学習意欲 奈須正裕(編)ピンポイント教育課程実践  評価基準の設定と運用法50のポイント 教育開発研究所, Pp. 50-53. 
 
翻訳
小野寺孝義(編訳) (2006). 基礎から学ぶマルチレベルモデル ナカニシヤ (Kreft, I., & De Leeuw, J. 1998 Introducing multilevel modeling. London: Sage.)
 
学会発表など 
Lichtenfeld, S., Pekrun, R., Arens, K., Morin, A., Kou Murayama, K., & Loderer, K.(2015). Students at risk: How do their emotion and motivation in mathematicsdevelop? Poster presented at the 16th Biennial EARLI Conference for Researchon Learning and Instruction Limassol.
Antonesei, A., Murayama, K., & McCabe, C. (2015). How effective is emotion manipulation: a meta-analysis (preliminary results). Poster presented at the 2015conference of the International Society for Reading Emotions, Geneva.
Kawaguchi, J., Nakamura, H., & Murayama, K. (2015). Remembering autobiographical memories with nostalgia: Its characteristics and the influence on moral judgement. 11th Annual Meeting of the Society for Applied Research in Memory and Cognition, Victoria, Poster Session.
McGillivray, S., Murayama, K., & Castel, A. D. (2014). Interest and metacognitive judgments as predictors of long-term memory in older and younger adults. Cognitive Aging Conference 2014, Atlanta, Poster Session.
Friedman, M. C., McGillivray, S., Murayama, K., & Castel, A. D. (2014). Memory for common and critical medication side effects in younger and older adults. Cognitive Aging Conference 2014, Atlanta, Paper Session.
Middlebrooks, C. D., McGillvray, S., Worden, K. M., Murayama, K., & Castel, A. D. (2014). Aging and value-directed remembering for allergens and health foods Cognitive Aging Conference 2014, Atlanta, Poster Session.
Hamm, J. M., Perry, R. P., Chipperfield, J. G., Parker, P. C., Murayama, K., Weiner, B., & Leobe, L. C. (2014). Facilitating adaptive explanatory thinking among vulnerable young adults using attributional retraining: Long-term effects on cognition, emotion, and performance. 15th Annual Meeting of the Society for Personality and Social Psychology, Austin, Poster Session.
Murayama, K., Blake, A. B., & Castel, A. D. (2013). Enough is enough: Metacognitive decision to continue or halt study. The 54th Annual Meeting of the Psychonomic Society, Toronto, Poster Session.
Murayama, K., Blake, A. B., & Castel, A. D. (2013). Enough is enough: Metacognitive decision to continue or halt study. The 54th Annual Meeting of the Psychonomic Society, Toronto, Poster Session.
Yan, V. X., Murayama, K., & Castel, A. D. (2013). The role of preference versus familiarity in incidental and intentional learning. TThe 54th Annual Meeting of the Psychonomic Society, Toronto, Poster Session.
Murayama, K. & Kitagami (2012). Consolidation power of money: Monetary cues enhance long-term memory for irrelevant past events. The 53rd Annual Meeting of the Psychonomic Society, Minneapolis, Paper Presentation.
Murayama, K., Pekrun, R., Lichtenfeld, S., \& vom Hofe, R. (2012). Predicting long-term growth in adolescents' mathematics achievement: It is not how smart you are, but how motivated you are and how you study that is
important. 13th International Conference on Motivation, Frankfurt, Paper Presentation.
Matsumoto, K., Murayama, K., Matsumoto, M., Izuma, K., Sugiura, A., Deci, E., \& Ryan, M. (2012). Neural correlates of motivation and performance enhancement by self-determination. Neuro 2012, Nagoya, Poster Session.
Sugiura, A., Murayama, K., Matsumoto, M., Izuma, K., Yomogida, Y., Aoki, R., Hasegawa, T., & Matsumoto, K. (2012). Neural basis of persistence after failure associated with self-efficacy.  Neuro 2012, Nagoya, Poster Session.
Yamagata, S., Shikishima, C., Murayama, K., & Ando, J. (2012). Gene-environment interactions in development of merits among Japanese middle-school students. 2012 Annual Meeting of the American Sociological Association, Colorado. Poster Session.
Cada, J. S., Murayama, K., & Pekrun, R. (2012). The influence of boredom on creativity. The 30th International Congress of Psychology, Cape Town, South Africa.
Perry, R., Chipperfield, J., Pekrun, R., Chuchmach, L., Stewart, T., & Murayama, K. (2012). Facilitating the transition from high school to college using a cognitive intervention: Longitudinal effects on cognition, emotion, motivation and performance. 2012 Hawaii International Conference on Education, Honolulu, Poster session.
Murayama, K., & Kitagami, S. (2011). Creating self-efficacy by changing perceptual fluency. The 52nd Annual Meeting of the Psychonomic Society, Seattle, Poster Session.
Murayama, K. & Kuhbandner, C. (2011). Money enhances memory consolidation - But only for boring material. 5th International Conference on Memory, York, Poster Session.
Lee, B., Sakaki, M., Murayama, K., Maier, M., & Pekrun, R. (2011). Acute stress response increases rejections in the Ultimatum Game. 32nd Annual Conference of the Society for Judgment and Decision Making, Seattle, Poster Session.
Matsumoto, M., Murayama, K., Izuma, K., Elliot, A. J., & Matsumoto, K. (2011). Neural basis of setting achievement goals and its effects on motivation. 41 the Annual Meeting for Neuroscience, Washington DC, Poster Session.
Matsumoto, M., Murayama, K., Izuma, K., Elliot, A. J., & Matsumoto, K. (2011). Achievement goals and motivation: Neural basis of setting a goal standard. Neuroeconomics: Decision Making and the Brain, Evanston, Poster Session.
Lichtenfeld, S., Pekrun, R., Stupnisky, R. H., Reiss, K., & Murayama, K. (2011). Student emotions in the early years: Development and validation of the Achievement Emotions Questionnaire-Elementary School (AEQ-E). AERA annual meeting and exhibition, New Orleans, Poster Session.
Tanaka, A. & Murayama, K. (2011). Individual differences in the intra-individual relationship between task specific perceptions and emotional engagement. AERA annual meeting and exhibition, New Orleans, Paper Session.
Perry, R. P., Chipperfield, J. G., Pekrun, R., Chuchmach, L., Stewart, T. L., & Murayama, K. (2011). Attributional retraining in achievement settings: Longitudinal effects of a motivation-enhancing treatment on cognition, emotion, and performance. 12th Annual Meeting of the Society for Personality and Social Psychology, San Antonio, Poster Session.
Murayama, K., Matsumoto, M., Izuma, K., Otake, Y., & Matsumoto, K. (2010). Performance-contingent monetary reward decreases motivation: Neural correlates of undermining effect. Human Brain Mapping 2010, Barcelona, Poster session. 
Matsumoto, M., Murayama, K., Izuma, K. & Matsumoto (2010). Extrinsic reward and intrinsic motivation: Neural correlates of the undermining effect. 40th Annual Meeting for Neuroscience, San Diego, Poster Session. 
Matsumoto, M., Murayama, K. Matsumoto, M. & Izuma, K. (2010). Neural basis of undermining intrinsic motivation by monetary rewards. Neuro 2010, Kobe, Poster Session.
Izuma, K., Matsumoto, M., Murayama, K., Samejima, K., Sadato, N. & Matsumoto, K. (2010). Neural correlates of cognitive dissonance and preference change in the free-choice paradigm. Neuro2010, Kobe, Poster Session.
Matsumoto, K. Murayama, K., Matsumoto, M. & Izuma, K. (2010). Monetary reward and intrinsic motivation: Neural basis of motivation crowding-out effect. Neuroeconomics: Decision Making and the Brain, Illinois, Poster Session.
Izuma, K., Matsumoto, M., Murayama, K., Samejima, K., Sadato, N. & Matsumoto, K. (2010). Neural correlates of cognitive dissonance and choice-induced preference change. Neuroeconomics: Decision Making and the Brain, Illinois, Poster Session.
Murayama, K., & Elliot, A. J. (2010). Achievement goals and memory: Competition enhances immediate, but not long-term memory. 12th International Conference of Motivation, Porto, Paper Session.
Murayama, K., Matsumoto, M., Izuma, K. & Matsumoto (2010). Neural correlates of the undermining effect. 3rd International Conference on Self-determination Theory, Ghent, Paper Session.
Murayama, K., Elliot, A. J., & Yamagata, S. (2010). Separation of performance-approach and performance-avoidance goals: State level, state change level, intraindividual level, and genetic level analyses. 11th Annual Meeting of the Society for Personality and Social Psychology, Las Vegas, Poster Session.
Murayama, K. (2009). Distinguishing controlled from automatic cognitive processes using a mixture modeling framework for a Gaussian signal-detection model. The 16th International Meeting of the Psychometric Society, Cambridge, Poster Session.
Murayama, K. (2009). Distinguishing controlled from automatic processes in the affect misattribution procedure: AN ROC curve approach. 10th Annual Meeting of the Society for Personality and Social Psychology, Tampa, Poster Session. 
Ando, J., Murayama, K. Yamagata, S., Shikishima, C., Takahashi, Y., Ozaki, K., & Nonaka, K. (2008). How do high school students learn? : Genetics of academic performance, learning attitude, and school environment. 2008 Behavioral Genetics Association Conference, Louisville, Paper Session. 
Murayama, K. & Elliot, A. J. (2008). How to test the dimensional structure of psychological constructs: A proposal for applying multi-trait multi-method analysis to survey data. 9th Annual Meeting of the Society for Personality and Social Psychology, Albuquerque, Poster Session.
Zhou, M., & Murayama, K. (2007). Achievement goals and regulatory focus: Independent or interrelated constructs?  115th Annual APA Convention . San Francisco. 
Murayama, K. (2007). Inferring students' intrinsic motivation in the classroom: Paradoxical effect of long observation. 3rd International conference on self-determination theory . Toronto, Poster Session.
Zhou, M., Murayama, K., & Nesbit, J. (2007). A cross-cultural examination of the psychometric properties of the achievement goal questionnaire. 2007 AERA annual meeting and exhibition . Chicago, Paper Session.
Murayama, K. (2007). Motivational impact on the quality, not the quantity, of memory: Achievement goals and remember-know judgments. 8th Annual Meeting of the Society for Personality and Social Psychology, Memphis, Poster Session.
Murayama, K. (2006). School-level goals, student-level goals and motivation: Testing the goal matching model. 10th International Conference on Motivation, Landau, Paper Session.
Murayama, K. (2005). Test format and memory: A mediational analysis. 6th Tsukuba International Conference on Memory, Tsukuba, Poster Session.
Murayama, K. (2004). Test format and learning strategy. 28th International Congress of Psychology, Beijing, Poster Session. 
Murayama, K. (2004). Does the cloze test always promote the superficial approach to learning? 6th Tsukuba International Conference on Memory, Tsukuba, Poster Session. 
Terasawa, T., Yoshida, T., Maemoto, K., Murayama, K., Katsube, A., & Ohta, N. (2003). Does five-minutes exercise in learning second-language words improve learner's lexical ability? 4th Tsukuba International Conference on Memory, Tsukuba, Poster Session. 
Yoshida, T., Terasawa, T., Maemoto, K., Murayama, K., Katsube, A., & Ohta, N. (2003). Examining the relation between subjective evaluation and objective performance of word test in long-lasting English words learning. 4th Tsukuba International Conference on Memory, Tsukuba, Poster Session. 
北神慎司・村山航 (2012). 金銭的報酬による記憶の固定効果:ドーパミン調整仮説の検討  日本認知心理学会第10 回発表論文集
北神慎司・村山航 (2011). 知覚的流暢性による自己効力感の「創出」 日本認知心理学会第9回発表論文集
鈴木雅之・田中瑛津子・村山 航・市川伸一 (2009). 工夫速算問題の分類と,方略指導による直接・間接効果の検討 日本教育心理学会第51回総会発表論文集, 477.
村山航 (2008). 個人の達成目標とクラスの目標構造の交互作用の検討 日本心理学会第72 回発表論文集, 300.
村山航 (2008). 授業観察による生徒の学ぶ意欲の評価:長期的な観察が生む妥当性の低下現象 日本教育心理学会第50回総会発表論文集, 96.
村山航 (2008). 感情誤帰属手続きにおける自動処理・統制処理の分離:ROC曲線を用いたアプローチの提案 日本認知心理学会第6回発表論文集, 38.(優秀発表賞受賞)
村山航・市川伸一 (2008). 数学力診断テストCOMPASSにおける工夫速算問題の妥当性の検討 日本テスト学会第6回大会, 138-139.
榊美知子・村山航 (2007). 達成場面における原因帰属の認知過程の検討:自動性の観点から 日本認知心理学会第5回発表論文集, 131.
村山航 (2006). COMPASSにおける“工夫速算問題”の妥当性の検討 日本教育心理学会第48回総会発表論文集, 344.
高橋亜希子・村山航 (2006). 総合学習の達成に必要な要因の検討(2):残差分析から事例の質的検討へ繋げる試み 日本教育心理学会第48回総会発表論文集, 538.
村山航 (2006). 達成目標が記憶の質に及ぼす影響 日本認知心理学会第4回大会発表論文集, 29.
村山航 (2005). 階層線形モデル(Hierarchical Linear Modeling)の概要と適用例 日本心理学会Social Motivation研究会 サマーカンファレンス発表 
村山航 (2005). “力動的テスト観”によるテスト機能の再検討 第7回認知発達フォーラム発表 
村山航 (2005). なぜ客観式テストは暗記を促進してしまうのか:テスト形式スキーマ仮説からみた介入案の提唱 日本テスト学会第3回大会発表論文集, 140-143. 
村山航 (2005). 空所補充型テストと学習方略 :テスト形式スキーマへの介入が及ぼす影響 日本教育心理学会第47回総会発表論文集, 371.
高橋亜希子・村山航 (2005). 総合学習の達成に必要な要因の検討(1):教科成績との相関と質問紙調査の分析より 日本教育心理学会第47回総会発表論文集, 382.
村山航 (2005). 競争状況の認知がパフォーマンスに及ぼす影響の2面性 :“接近‐回避プロセスの拮抗モデル”の検討 日本心理学会第69回大会発表論文集, 145.
村山航 (2005). テスト期待効果の生起メカニズムの検討:テストに対する困難度の認知と方略帰属に着目して 日本認知心理学会第3回大会発表論文集, 51.
村山航 (2004). 空所補充型テストは暗記方略の使用を必ず促進するのか 日本教育心理学会第46回総会発表論文集, 708. 
村山航 (2004). 援助要請行動の回避は本当に非適応的か 日本心理学会第68回大会発表論文集, 1148. 
村山航 (2004). 「学習」へのアプローチから「動機づけ」を改善する:高校3年生に対する数学の指導を通して- 日本心理学会Social Motivation研究会 サマーカンファレンス発表
村山航 (2004). 回避的な自己制御方略は本当に非適応的か 第6回認知発達フォーラム発表 
村山航 (2003). テスト形式の予期がテスト成績に与える影響:方略による媒介モデルの検討- 日本教育心理学会第45回総会発表論文集 173. 
村山航 (2003). 遂行目標未分化仮説の検討 日本心理学会第67回大会発表論文集, p957.
村山航 (2003). 目標表象のポジティブとネガティブ: 3次元からなる枠組みの提唱 第5回認知発達フォーラム発表
村山航 (2003). 回避的な自己制御方略は本当に非適応的なのか? 日本心理学会Social Motivation研究会 サマーカンファレンス発表 
村山航 (2002). テスト形式が学習方略に与える影響 日本教育心理学会第44回総会発表論文集, 59. 
村山航 (2002). 学習方略の使用と有効性の認知との関係:短期的な有効性と長期的な有効性の違いに着目して 日本心理学会第66回大会発表論文集, 1146. 
村山航 (2002). 達成目標理論研究の展望 :目標概念の変遷に着目して  第4回認知発達フォーラム発表 
村山航 (2001). 偏差値評価が学習者の内発的動機づけに与える影響:中学生と大学生に対する影響力の違い 日本教育心理学会第43回総会発表論文集, 80. 
研究機関での招待講演
2015
University of Munich
2014
University of Lausanne
University of Tromso
University of York
日本社会心理学会夏合宿セミナー
東京大学人文社会系研究科心理学研究室
2013
Columbia University
University of College London
University of California, Irvine
University of California, San Francisco
2012
University of Tuebingen
University of Ghent
Korea University
University of Reading
同志社大学心理学研究科
2011
University of Oxford 
University of Southern California
University of Essex
University of Southampton
University College London
University of California, Los Angeles
2010
University of Tuebingen
University of Hamburg
2009
教育テスト研究センター (CRET)
2008
同志社大学心理学研究科
埼玉県高等学校数学教育研究会講演会
第 2 回生理学研究所ワークショップ “認知神経科学の先端:動機づけと社会性の脳内メカニズム”
 
シンポジウム・ワークショップ 
Murayama, K. (2014). A multimethod approach to intrinsic interest. the 2014 IMBES Conference, Fort Worth. (Invited symposium session)
Murayama, K. (2014). (Discussion)In K. Shigemasu & C. Shikishima (Chairs), Recent advances in cognitive testing. Symposium conducted at the 12th Annual Meeting of Japanese Association of Research on Testing, Teikyo University, Tokyo.
Murayama, K. (2014). Neural correlates of personal choice: Is there a common basis? In K. Savani (Chair), Beyond motivation and well-being: In uence of choice on neural processing, attention, cognition, and decision making. Symposium conducted at the 27th APS Annual Convention, New York.
Murayama, K. (2014). A multimethod approach to intrinsic interest. In K. Murayama (Chair), Critical roles of interest in education: Theoretical and empirical advances. Invited symposium conducted at the 2014 IMBES Conference, Fort Worth.
Murayama, K. (2014). Critical roles of motivation in learning: A multimethod approach. the 2014 APA Annual Convention, Washington DC.(Richard E. Snow Award for Early Contributions Recipient Talk )
Murayama, K. (2014). Future directions: A multimethod approach to achievement goals. 17th General Meeting of the European Association of Social Psychology, Amsterdam.
Murayama, K. (2014). Discussant "Current approaches to interest measurement". AERA Annual Meeting and Exhibition, Philadelphia.
Murayama, K. (2013). How self-determination theory and neuroscience inform each other? 5th International Conference on Self-determination Theory, Rochester (Invited key note session).
Murayama, K. (2013). Understanding intrinsic motivation by integrating educational and neuroscientific approaches. AERA Annual Meeting and Exhibition, San Francisco (Invited presidential session).
Murayama, K. (2013). The commonality and diversity views on motivation: Accommodating neuroscientific and psychological perspectives. AERA Annual Meeting and Exhibition, San Francisco.
Murayama, K. (2011). Multiple perspectives on the separation of performance-approach and performance-avoidance goals: Multi-sample, response bias, within-person, and behavior genetics analyses. "On the issue of the separation of performance-approach and performance-avoidance goals: Are they one goal or two goals?" at AERA annual meeting and exhibition, New Orleans.
Murayama, K. (2010). Monetary reward and intrinsic motivation: Neural correlates of the undermining effect (invited). The 2nd International Conference on Neuroeconomics and Neuromanagement, China (Invited speaker). 
Murayama, K. (2008). Performance-approach goals and contextual moderation of classroom goal structures. Presented at the symposium "Does competition benefit students? Performance-approach goals in broader context." AERA annual meeting and exhibition, New York.
Ichikawa, S., Seo, M., Murayama, K., & Uesaka, Y. (2005). Development of componential assessment of mathematical competences (COMPASS): Conceptual basis, results, and application. Presented at 4th International Symposium of Center for Research of Core Academic Competences, Tokyo.
村山航 (2014). 学習における動機づけの役割:マルチメソッドアプローチ 日本心理学会78回大会 国際奨励賞受賞講演
村山航 (2014). 認知能力テスト最新事情 日本テスト学会第12回大会 指定討論者
村山航 (2008). 一般化可能性理論とパフォーマンス評価 社団法人医療系大学間共用試験実施評価機構試験信頼性向上専門部会第2回講演会 “共用試験 CBT と OSCE の試験成績の利用状況と理論的背景” 講演者
村山航 (2008). 日本教育心理学会第50回総会シンポジウム “認知研究と動機づけ研究の対話:教育心理学の理論を展望するために” 指定討論者
村山航 (2008). 個人差・学校間差を捉えるツールとしての階層線形モデル 日本教育心理学会第50回総会シンポジウム “教育心理学研究の可能性を拓くツールとしての統計解析” 企画者・話題提供者
村山航 (2008). 日本教育心理学会第50回総会シンポジウム “次世代の教育評価技術を用いた新たな学習支援” 指定討論者 
村山航 (2008). 確信度評定の意義と社会認知研究への応用 日本心理学会第72回総会ワークショップ “記憶のモニタリングとコントロール” 話題提供者
村山航 (2008). モチベーションと記憶:目標や感情の観点から 日本心理学会第72回総会ワークショップ “日常認知研究の現状と今後への展望(4):モチベーションと記憶” 話題提供者
村山航 (2006). 妥当性概念の展開 日本テスト学会公開シンポジウム “テストの妥当性の概念および検証方法の新たな展開” 話題提供者
大塚雄作・村山航 (2006). 日本心理学会第70回総会ワークショップ “心理学者,授業評価への挑戦 2:測定・評価・活用” 企画者
村山航 (2006). 結果の概要 日本教育心理学会第48回総会シンポジウム “数学の学力・学習力アセスメントテスト“COMPASS”の開発と利用” 話題提供者
高橋亜希子・村山航 (2006). 質的研究者と量的研究者の協同の道のり:残差分析を理論的サンプリングのツールとして使う 日本教育心理学会第48回総会シンポジウム “量的分析と質的分析:統合を目指した研究の実際” 企画者・話題提供者
村山航 (2006). 第12回大学教育研究フォーラム “心理学者,授業評価への挑戦” 指定討論者 
村山航 (2005). 日本心理学会第69回大会ワークショップ “動機概念の再考” 企画者 
日村山航 (2005). 学びを促進するインフォームドアセスメント 日本教育心理学会第47回総会シンポジウム “学力評価法の新たな可能性” 企画者・話題提供者 
村山航・安藤史高 (2005). 日本発達心理学会第16回大会ラウンドテーブル “動機づけ理論と実践” 企画者 
村山航 (2005). 第11回大学教育研究フォーラム “心理学者,導入教育への挑戦:動機づけ,学習過程,自己形成の観点から” 指定討論者 
村山航 (2005). PISA・TIMSS の結果概要 東京大学教育学部基礎学力研究開発センター第 3 回基礎学力シンポジウム“日本の学校:現実と未来” 講演者 (基礎学力研究開発センターのHPよりダウンロードできます) 
村山航 (2004). 授業を変えるから授業を創るへ:夏休み学習ゼミナールの試み 日本教育心理学会第46回総会シンポジウム “授業介入研究の新たな可能性” 企画者・話題提供者 
村山航 (2004). 日本教育心理学会第46回総会シンポジウム “教育心理学を教室で実践する” 指定討論者 
村山航 (2004). 競争状況の認知と学業成績 日本パーソナリティ心理学会第13回大会シンポジウム “中学生の動機づけ:教育環境とその認知を通して” 話題提供者 
村山航 (2004). やめる動機づけ:達成目標理論の観点から 日本発達心理学会第15回大会ラウンドテーブル “「やめる」動機づけ:動機づけ理論はいかにしてネガティブな現象を説明できるか?” 討論者
村山航 (2003). 学ぶ意欲を促進する成功焦点型評価 日本教育心理学会第45回総会シンポジウム “改めて教育評価を問う” 話題提供者} 
村山航 (2002). 日本教育心理学会第44回総会シンポジウム “改めて学びの意味を問う” 指定討論者
 
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(Last update: December, 2014)