Preprint

Donnellan, E., Aslan, S., Fastrich., G., & Murayama K. (Preprint). How are Curiosity and Interest Different? Naive Bayes Classification of People's Naive Belief. Access the preprint here

Murayama, K., Usami, S., & Sakaki, M. (Preprint). A simple and easy method for power analysis in mixed-effects modelling with nested data: Just a t value often suffices. Access the preprint here and the web application here

Raw, J. A. L., Rorke, A., Ellis, J., Murayama, K. & Sakaki, M. (Preprint). Memory of the UK's 2016 EU Referendum: The effects of valence on the long-term measures of a flashbulb memory. Access the preprint here

FitzGibbon, L., Ogulumus, C., Fastrich, G., Lau, J. K., Aslan, S., Lepore, L. & Murayama, K. (Preprint). Understanding the forbidden fruit effect: people's desire to see what is forbidden and unavailable. Access the preprint here

Murayama, K.*, Sakaki, M.*, Meliss, S.*, Yomogida, Y., Matsumori, K., Sugiura, A., Matsumoto, M., & Matsumoto, K. (Preprint). Motivated for near impossibility: How task type and reward modulates intrinsic motivation and the striatal activation for an extremely difficult task. *Shared first authorship Access the preprint here

Murayama, K. (Preprint). A reward-learning framework of autonomous knowledge acquisition: An integrated account of curiosity, interest, and intrinsic-extrinsic rewards. Access the preprint here

Fastrich, G. M., & Murayama, K. (Preprint). Curiosity carry-over effect. Access the preprint here

Kajimura, S., Masuda, N., Lau, J.K. & Murayama K. (Preprint). Mindfulness meditation changes the boundary and configuration of the primary functional networks in the brain. Access the preprint here

Murayama, K., Kuratomi, K., Johnsen, L., Kitagami, S., & Hatano, A. (Preprint). People underestimate their capability to motivate themselves without performance-based extrinsic incentives. Access the preprint here

2020 and In Press

2020

Miyamoto, A., Murayama, K., & Lechner, C. M (2020). The Developmental Trajectory of Intrinsic Reading Motivation: Measurement Invariance, Group Variations, and Implications for Reading Proficiency. Contemporary Educational Psychology, 63 Download Paper

Matyjek, M.*, Meliss, S.*, Dziobek, I. & Murayama, K. (2020). A multidimensional view on social and non-social rewards. *Shared first authorship. Frontiers in Psychiatry Download Paper

FitzGibbon, L., Komiya, A., & Murayama, K. (2020). The lure of counterfactual curiosity: People incur a cost to experience regret. Psychological Science.

Yamasaki, S., Nishida, A., Ando, S., Murayama, K., Hiraiwa-Hasegawa, M., Kasai, K., & Richards, M. (2020). Interaction of adolescent aspirations and self-control on wellbeing in old age: Evidence from a six-decade longitudinal UK birth cohort. The Journal of Positive Psychology   

McNabb, C.B., Burgess, L. G., Fancourt, A., Mulligan, N., FitzGibbon, L., Riddell, P., & Murayama,K. (2020). No evidence for a relationship between social closeness and similarity in resting-state functional brain connectivity in schoolchildren. Scientific Reports, 10, 10710.   

Yagi, A., Nouchi, R., Murayama, K., Sakaki, M. & Kawashima, R. (2020). The role of cognitive control in age-related changes in well-being. Frontiers in Aging Neuroscience , 12, 198. Download paper

FitzGibbon, L., Lau, J. K. & Murayama, K. (2020). The seductive lure of curiosity: Information as a motivationally salient reward. Current Opinion in Behavioral Sciences, 35, 21-27. Download paper

Ozono, H., Komiya, A., Kuratomi, K., Hatano, A., Fastrich, G., Raw, J., Haffey, A., Meliss, S., Lau, J.K., & Murayama, K. (2020). Magic Curiosity Arousing Tricks (MagicCATs): A novel stimulus collection to induce epistemic emotions. Behavior Research Methods Download paper

Fastrich, G. M., & Murayama, K. (2020). Development of interest and role of choice during sequential knowledge acquisition. AERA Open Download paper

Lau, J. K., Ozono, H., Kuratomi, K., Komiya, A. & Murayama, K. (2020). Shared striatal activity in decisions to satisfy curiosity and hunger at the risk of electric shocks. Nature Human Behaviour, 4, 531-543.   

McNabb, C.B., Lindner,M., Shen,S., Murayama,K., Burgess, L. G. & Johnstone, T. (2020). Inter-slice leakage and intra-slice aliasing in simultaneous multi-slice echo-planar images. Brain Structure and Function, 225, 1153-1158.   

Tracey, D., Morin, A.J.S., Pekrun, R., Arens, A.K., Murayama, K., Litchenfeld, S., Frenzel, A.C., Goetz, T. & Maiano, C. (2020). Mathematics motivation in students with low cognitive ability: a longitudinal study of motivation and relations with effort, self-regulation, and grades. American Journal on Intellectual and Developmental Disabilities, 125 (2), 125-147.   

Vogl, E., Pekrun, R., Murayama, K. & Loderer, K. (2020). Surprised-curious-confused: Epistemic emotions and knowledge exploration. Emotion, 20(4), 625-641.   

2019

Vogl, E., Pekrun, R., Murayama, K., Loderer, K. & Schubert, S. (2019). Surprise, Curiosity, and Confusion Promote Knowledge Exploration: Evidence for Robust Effects of Epistemic Emotions. Frontiers in Psychology, 10, 2474. Download paper

Usami, S., Todo, N. & Murayama, K. (2019). Modeling reciprocal effects in medical research: Critical discussion on the current practices and potential alternative models. PLoS ONE, 14(9) Download paper

Murayama, K., FitzGibbon, L., & Sakaki, M. (2019). Process account of curiosity and interest: A reward learning model of knowledge acquisition. Educational Psychology Review, 31(4), 875-895.   

Ohtani, K., Murayama, K., Ishii, R., Fukuzumi, N., Sakaki, M., Ishikawa, S., Suzuki T., & Tanaka, A. (2019). Parental motivational perseverance predicts adolescents' depressive symptoms: An intergenerational analysis with actor-partner interdependence model. Journal of Youth and Adolescence, 49(1), 212-227.   

Usami, S., Murayama, K. & Hamaker, E. L. (2019). A unified framework of longitudinal models to examine reciprocal relations. Psychological Methods, 24 (5), 637-657.   

Izuma, K. & Murayama, K. (2019). The neural basis of cognitive dissonance. In E. Harmon-Jones (Ed), Cognitive dissonance: Progress on a pivotal theory in social psychology (2nd edition). Washington DC: American Psychological Association. (pp. 227-245). Please request a copy to Kou Murayama

Murayama, K. (2019). Neuroscientific and psychological approaches to incentives: Commonality and multi-faceted views. In A. Renninger & S. Hidi (Eds.), The Cambridge handbook on motivation and learning. Cambridge, UK: Cambridge University Press. (pp. 141-162). Please request a copy to Kou Murayama

Buechner, V. L., Stahn, V., & Murayama, K. (2019). The power and affiliation component of achievement pride: Antecedents of achievement pride and effects on academic performance. Frontiers in Education, 3, 107. Download paper

Pekrun, R., Murayama, K., Marsh, H. W., Goetz, T. & Frenzel, A. C. (2019). Happy fish in little ponds: Testing a reference group model of achievement and emotions. Journal of Personality and Social Psychology, 117(1), 166-185.   

Lawrence, P. J, Murayama, K. & Creswell, C. (2019). Anxiety and depressive disorders in offspring of parents with anxiety disorders: a meta-analysis. Journal of the American Academy of Child and Adolescent Psychiatry, 58(1), 46-60.   

2018

Ishikawa, S., Ishii, R., Fukuzumi, N., Murayama, K., Ohtani, K., Sakaki, M., Suzuki, T., & Tanaka, A. (2018). Development, reliability, and validity of the Japanese short version of the Spence Children's Anxiety Scale for adolescents. Anxiety Disorder Research (in Japanese), 10, 64-73.

Marsh, H. W., Pekrun, R., Parker, P. D., Murayama, K., Guo, J., Dicke, T., & Arens, A. K. (2018). The murky distinction between self-concept and self-efficacy: Beware of lurking jingle-jangle fallacies. Journal of Educational Psychology, 111(2), 331-353.   

Hudson, J. L., Murayama, K., Meteyard, L., Morris, T., & Dodd, H. F. (2018). Early childhood predictors of anxiety in early adolescence. Journal of Abnormal Child Psychology, 47(7), 1121-1133.   

Burgess, L. G., Riddell, P. M., Fancourt, A., Murayama, K. (2018). The influence of social contagion within education: A motivational perspective. Mind, Brain and Education, 12(4), 164-174.   

Usami, S. & Murayama, K. (2018). Time-specific errors in growth curve modeling: type-1 error inflation and a possible solution with mixed-effects models. Multivariate Behavioral Research, 53(6), 876-897.   

Scholer, A. A., Miele, D. B., Murayama, K., & Fujita, K. (2018). New directions in self-regulation: the role of metamotivational beliefs. Current Directions in Psychological Science, 27(6), 437-442.   

Fastrich, G. M., Kerr, T., Castel, A. D., & Murayama, K. (2018). The role of interest in memory for trivia questions: An investigation with a large-scale database. Motivation Science, 4 (3), 227-250.   

Ueno, T., Meteyard, L., Hoffman, P., & Murayama, K. (2018). The ventral anterior temporal lobe has a necessary role in exception word reading. Cerebral Cortex, 28, 3035-3045.   

Takeda, K., Ikezawa, S., Matsumoto, M., Murayama, K., Sumiyoshi, T., Matsumoto, K., & Nakagome, K. (2018). Neural correlates for intrinsic motivational deficits of schizophrenia; Implication for therapeutics of cognitive impairment. Frontiers in Psychiatry, 9, 178. Download paper

Sakaki, M., Yagi, A., & Murayama, K (2018). Curiosity in old age: A possible key to achieving adaptive aging. Neuroscience and Biobehavioral Reviews, 88, 106-116.   

Marsh, H. M., Pekrun, R., Murayama, K., Arens, A. K., Parker, P. D. Guo, J., & Dicke, T. (2018). An integrated model of academic self-concept development: Academic self-concept grades test scores and tracking over six years. Developmental Psychology, 54, 263-280.   

Elliot, A. J. Aldhobaiban, N.,Murayama, K., Kobeisy, A., Gocłowska, M. A., & Khyat, A. (2018). Impression management and achievement motivation: Investigating substantive links. International Journal of Psychology, 53, 16-22.   

Elliot, A. J., Jury, M., & Murayama, K. (2018). Trait and perceived environmental competitiveness in achievement situations. Journal of Personality, 86, 353-367.   

2017

Hamm, J. M., Perry, R. P., Chipperfield, J. G., Murayama, K., & Weiner, B. (2017). Attribution-based motivation treatment efficacy in an online learning environment for students who differ in cognitive engagement. Motivation and Emotion, 41(5), 600-616.   

Weinstein, N., Przybylski, A. K., & Murayama, K. (2017). A prospective study of the motivational and health dynamics of Internet Gaming Disorder. Peer J, 5:e3838   

Pekrun, R., Lichtenfeld, S., Marsh, H. W., Murayama, K., & Goetz, T. (2017). Achievement emotions and academic performance: Longitudinal models of reciprocal effects. Child Development, 88, 1653-1670.   

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 Aspects of Education --- Current Trends: The role of competence beliefs in teaching and learning., 71-87. Oxford: Wiley.   

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, 109, 621-634.   

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. NeuroImage: Clinical, 16, 32-42. Download paper

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.   

Gocłowska, 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. (2017). 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.   

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.   

Rhodes, M. G., Witherby, A. E., Castel, A. D., & Murayama, K. (2017). Explaining the forgetting bias effect on value judgments: The influence of memory for a past test. Memory & Cognition, 45, 362-374.   

Warwick, H., Reardon, T., Cooper, P., Murayama, K., Reynolds, S., Wilson, C., & Creswell, C. (2017). Complete recovery from anxiety disorders following cognitive behavior therapy in children and adolescents: A meta-analysis. Clinical Psychology Review, 52, 77-91.   

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.   

2016

Murayama, K., Izuma, K., Aoki, R., & Matsumoto, J. (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 Recent Developments in Neuroscience Research on Human Motivation). Bingley UK: Emerald Publishing Limited. (pp. 95-125.).   

Murayama, K., Kitagami, S., Tanaka, A., & Raw, J. A. (2016). People's naiveté 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.   

Sugiura, A., Aoki, R, Murayama, K., Yomogida, Y., Haji, T., Saito, A., Hasegawa, T., & Matsumoto, K. (2016). Regional gray matter volume in the posterior precuneus is associated with general self-efficacy. NeuroReport, 27, 1350-1353.   

Elliot, A. J., Aldhobaiban, N., Kobeisy, A., Murayama, K., Gocłowska, M. ,A., & Lichtenfeld, S. (2016). Linking social interdependence preferences to achievement goal adoption. Learning and Individual Differences, 50, 291-295.   

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(5), 766-779.   

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(8), 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(6), 914-924.   

Middlebrooks, C. D., Murayama, K., & Castel, A. D. (2016). The value in rushing: Memory and selectivity when short on time. Acta Psychologica, 170, 01-Sep.   

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) Download paper

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), 389-99.   

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(5), 1241-1251.   

Elliot, A. J., Murayama, K., Kobeisy, A., & Lichtenfeld, S. (2015). Potential-based achievement goals. British Journal of Educational Psychology, 85, 192-206. Download the scale reported in the paper   

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, 43(2), 206-215.   

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(6), 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, and 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.   

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. Download paper

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)Download 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.   

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.

Yoshida, T. & Murayama, K. (2013). Why students often fail to use learning strategies that experts find effective? Japanese Journal of Educational Psychology, 61, 32-43. (In Japanese, Distinguished Paper Award, Japanese Association of Educational Psychology)

2012

Murayama, K. & Elliot, A. J. (2012). Further clarifying the competition-performance relation: Reply to Johnson et al. 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.]   

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.

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. Download the scale reported in the paper   

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.   

Murayama, K. (2012). The concept of validity: Historic and psychometric perspectives. The Annual Report of Educational Psychology in Japan, 51, 118-130. (In Japanese)

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. (2011). A 3 x 2 achievement goal model. Journal of Educational Psychology. Journal of Educational Psychology, 103, 632-648. Download the scale reported in the paper   

Suzuki, M., Tanaka, E., Murayama, K., & Ichikawa, S. (2011). Classification of Efficient Calculation Problems and the Effect of Instruction Using an Abstract Strategy. Educational Technology Research, 34, 75-83. (English version available)   

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.

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.)   

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.

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.   

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.

Ichikawa, S., Haebara, T., Sugisawa, T., Seo, M., Kiyokawa, S., Inuzuka, M., Murayama, K., Uesaka, Y., Kobayashi, H., & Shinogaya, K. (2009). Development of COMPASS: Componential assessment for basic competence and study skills in mathematics. Cognitive Studies, 16, 333-347. (In Japanese)

2008

Elliot, A. J. & Murayama, K. (2008). On the measurement of achievement goals: Critique, illustration, and application. Journal of Educational Psychology, 100, 613-628. Download the scale reported in the paper   

Murayama, K. (2008). Objective test items. In E. Anderman (Ed.), Psychology of classroom learning: An encyclopedia Detroit: Macmillan Reference USA

2006

Murayama, K. (2006). Advances in the dual process models of recognition memory: Methodological problems and a proposal of "multilevel framework". Japanese Psychological Review, 49, 569-591.

Takahashi, A., & Murayama, K. (2006). Quantitative and qualitative analyses of achievement in integrated study: Specific nature of task demands in integrated learning. Japanese Journal of Educational Psychology, 54, 371-383. (In Japanese)

Murayama, K. (2006). "Adaptation to the test" : A review of problems and perspectives. Japanese Journal of Educational Psychology, 54, 265-279. (In Japanese)

Murayama, K. (2006). Test format scheme and the relation between objective tests and learning strategies. Japanese Journal of Educational Psychology, 54, 63-74. (In Japanese)

2005

Murayama, K., & Oikawa, M. (2005). Are avoidance strategies always maladaptive? Japanese Journal of Educational Psychology, 53, 273-286. (In Japanese, Distinguished Paper Award, Japanese Association of Educational Psychology)

Murayama, K. (2005). Exploring the mechanism of test-expectancy effects on strategy change. Japanese Journal of Educational Psychology, 53, 172-184.

2004

Murayama, K. (2004). Does the avoidance of help seeking have deleterious effects on achievement? Developmental Studies in Social Motivation, 3 (In Japanese)

Hashimoto, W. Inuzuka, M., & Murayama, K. (2004). Effects of an abstract theme and daily-life context of information on children's understanding of social scientific concepts. Japanese Journal of Curriculum Development and Practice, 27, 21-30. (In Japanese)

Murayama, K. (2004). The three dimensional framework of positive and negative goal representation. Japanese Journal of Educational Psychology, 52, 199-213. (In Japanese)

Murayama, K. (2004). Effects of test format on learning strategy and perceived utility. Japanese Journal of Psychology, 75, 262-268. (In Japanese)

2003

Murayama, K. (2003). History and recent advances in achievement goal theory: A critical review of Ames and Archer's (1987, 1988) framework. Japanese Psychological Review, 46, 564-583. (In Japanese)

Murayama, K. (2003). Test of undifferentiated performance-goal hypothesis. Developmental Studies in Social Motivation, 2 (In Japanese)

Murayama, K. (2003). Learning strategy use and short- and long-term perceived utility. Japanese Journal of Educational Psychology, 51, 130-140. (In Japanese)

Murayama, K. (2003). Test format and learning strategy use. Japanese Journal of Educational Psychology, 51, 1-12.. (In Japanese, Kido, Best Paper Award, Japanese Association of Educational Psychology)