A prospective study of the motivational and health dynamics of internet gaming disorder.

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Weinstein, N., Przybylski, A. K., & Murayama, K. (2017). A prospective study of the motivational and health dynamics of internet gaming disorder. Peer J, 5, 3838.

Complete recovery from anxiety disorders following cognitive behavior therapy in children and adolescents: A meta-analysis.

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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.

Impaired prefrontal activity to regulate the intrinsic motivation-action link in schizophrenia.

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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.

Explaining the forgetting bias effect on value judgments: The influence of memory for a past test.

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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.

Internet gaming disorder: Investigating the clinical relevance of a new phenomenon.

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Przybylski, A. K., Weinstein, N., & Murayama, K. (2017). Internet gaming disorder: Investigating the clinical relevance of a new phenomenon. American Journal of Psychiatry, 174(3), 230-236.

Open scientific practices are the way forward for internet gaming disorder research: Response to Yao et al.

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Przybylski, A. K., 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(5), 487-487.

Achievement emotions and academic performance: Longitudinal models of reciprocal effects.

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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(5), 1653-1670.

Test expectancy and memory for important information.

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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(6), 972–985.

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.

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Marsh, H. W., 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(3), 425–438.

Attribution-based motivation treatment efficacy in an online learning environment for students who differ in cognitive engagement.

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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, 600-616.