AI tools for systematic literature reviews and meta-analyses in educational psychology: An overview and a practical guide.

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Fütterer, T., Campos, D. G., Gfrörer, T., Lavelle-Hill, R., Murayama, K., & Scherer, R. (2026). AI tools for systematic literature reviews and meta-analyses in educational psychology: An overview and a practical guide. Learning and Individual Differences, 126, 102849.

Thinking clearly about time-invariant confounders in cross-lagged panel models: A guide for choosing a statistical model from a causal inference perspective.

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Murayama, K., & Gfrörer, T. (2025). Thinking clearly about time-invariant confounders in cross-lagged panel models: A guide for choosing a statistical model from a causal inference perspective. Psychological Methods, 30(6), 1311–1325.

Differential use and effectiveness of practice testing: Who benefits and who engages?

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Schwerter, J., Lauermann, F., Brahm, T., & Murayama, K. (2025). Differential use and effectiveness of practice testing: Who benefits and who engages? Learning and Individual Differences, 123, 102761.

Persistent homology of topic networks for the prediction of reader curiosity.

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Hopp, M. D. S., Labatut, V., Amalvy, A., Dufour, R., Stone, H., Jach, H., & Murayama, K. (2025). Persistent homology of topic networks for the prediction of reader curiosity. Proceedings of the 63rd Annual Meeting of the Association for Computational Linguistics (Volume 1: Long Papers), 28121–28132.

Registered report stage I: Developmental trajectories of students’ interest in learning through the transition from primary to secondary school.

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Ishii, R., Murayama, K., Sakaki, M., Fukuzumi, N., Ishikawa, S., Nakazato, N., Ohtani, K., Suzuki, T., Tamura, A., & Tanaka, A. (2025). Registered report stage I: Developmental trajectories of students’ interest in learning through the transition from primary to secondary school. Contemporary Educational Psychology, 82, 102398.

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. (2025). How (much) do people revise their goals after success and failure? The Triple-A model of goal revision. Educational Psychologist, 1–21.

Bridging traditional-statistics and machine-learning approaches in psychology: Navigating small samples, measurement error, nonindependent observations, and missing data.

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Lavelle-Hill, R., Smith, G., & Murayama, K. (2025). Bridging traditional-statistics and machine-learning approaches in psychology: Navigating small samples, measurement error, nonindependent observations, and missing data. Advances in Methods and Practices in Psychological Science, 8(3).

“The more I learn, the more I know nothing”: A longitudinal registered report of doctoral students’ uncertainty in learning.

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Jach, H. K., Damian, R. I., & Murayama, K. (2025). “The more I learn, the more I know nothing”: A longitudinal registered report of doctoral students’ uncertainty in learning. Learning and Instruction, 98, 102138.

Metacognitive monitoring in early elementary school-aged children: Task dependency in monitoring judgments, task consistency in monitoring behaviours.

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Eberhart, J., Murayama, K., Sakaki, M., & Bryce, D. (2025). Metacognitive monitoring in early elementary school-aged children: Task dependency in monitoring judgments, task consistency in monitoring behaviours. Cognitive Development, 74, 101561.

Curiosity across the adult lifespan: Age-related differences in state and trait curiosity.

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Whatley, M. C., Murayama, K., Sakaki, M., & Castel, A. D. (2025). Curiosity across the adult lifespan: Age-related differences in state and trait curiosity. PLOS One, 20(5), e0320600.