Comparing change goals and feasibility beliefs about changing social, emotional, and behavioral skills vs. Personality traits among adolescents, parents, and teachers.

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Feraco, T., Jach, H. K., Bardach, L., Kopatz, M., Murayama, K., Sewell, M. N., Napolitano, C. M., & Soto, C. J. (2026). Comparing change goals and feasibility beliefs about changing social, emotional, and behavioral skills vs. Personality traits among adolescents, parents, and teachers. Journal of Research in Personality, 104777.

Predictors of affect across social contexts: An integration of existing diary datasets.

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Tovmasyan, A., Gamagedara, D., Murayama, K., Bowker, J., Coplan, R., Lay, J., Nguyen, T., Ren, D., Stavrova, O., Thomas, V., Tse, D., & Weinstein, N. (2026). Predictors of affect across social contexts: An integration of existing diary datasets. British Journal of Social Psychology, 65(4), e70124.

The global structure of classroom social networks predicts academic and psycho-social adjustment.

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Neuendorf, C., Masuda, N., & Murayama, K. (2026). The global structure of classroom social networks predicts academic and psycho-social adjustment. PNAS Nexus, pgag291.

A conceptual framework to integrate research programs on self-regulation in education.

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Wortha, F., Gerjets, P., Azevedo, R., Bernacki, M., Brucker, B., Bühler, B., Ehlis, A.-C., Kasneci, E., Miyake, A., Murayama, K., Nagengast, B., Roberts, B., Tibus, M., & Trautwein, U. (2026). A conceptual framework to integrate research programs on self-regulation in education. Educational Psychology Review, 38(1), 110.

Parents’ academic expectations and aspirations predict students’ achievement emotions.

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Sakaki, M., Murayama, K., Frenzel, A. C., Goetz, T., Marsh, H. W., Lichtenfeld, S., Wünsch, M., & Pekrun, R. (2026). Parents’ academic expectations and aspirations predict students’ achievement emotions. Journal of Educational Psychology, 118(1), 35–52.

Divergent modes of episodic organization underlie whether emotional learning enhances memory across event boundaries.

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Baczkowski, B. M., Sakaki, M., Kalbe, F., Murayama, K., & Schwabe, L. (2026). Divergent modes of episodic organization underlie whether emotional learning enhances memory across event boundaries. Psychonomic Bulletin & Review, 33(5), 170.

The dynamic interplay between goal setting, performance, and emotions in self-regulated learning: A computational modeling approach

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Lin, W. M., FitzGibbon, L., Theobald, M., Breitwieser, J., Brod, G., Murayama, K., & Sakaki, M. (2026). The dynamic interplay between goal setting, performance, and emotions in self-regulated learning: A computational modeling approach. Journal of Educational Psychology, 118(5), 811–828.

How (much) do people revise their goals after success and failure? The Triple-A model of goal revision.

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Theobald, M., Lin, W. M., Sakaki, M., Murayama, K., & Brod, G. (2026). How (much) do people revise their goals after success and failure? The Triple-A model of goal revision. Educational Psychologist, 61(1), 35–55.

A critical analysis of the current motivation theories in educational psychology: Why the same theories continue to dominate.

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Murayama, K., & Von Keyserlingk, L. (2026). A critical analysis of the current motivation theories in educational psychology: Why the same theories continue to dominate. Educational Psychologist, 61(1), 19–34.

Role of the striatum in counterfactual information seeking.

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Lau, J. K. L., Sakaki, M., FitzGibbon, L., Raw, J. A. L., & Murayama, K. (2026). Role of the striatum in counterfactual information seeking. Social Cognitive and Affective Neuroscience, 21(1), nsag012.