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.

Effects of student groups on teachers’ and students’ perceptions of teaching quality.

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Jung, A. J., Murayama, K., Jaekel, A.-K., & Göllner, R. (2026). Effects of student groups on teachers’ and students’ perceptions of teaching quality. Journal of Educational Psychology. Advance online publication.

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.