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.
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.
Ikeda, K., Yue, C. L., Murayama, K., & Castel, A. D. (2016). Achievement goals affect metacognitive judgments. Motivation Science, 2(4), 199–219.
Goetz, T., Sticca, F., Pekrun, R., Murayama, K., & Elliot, A. J. (2016). Intraindividual relations between achievement goals and discrete achievement emotions: An experience sampling approach. Learning and Instruction, 41, 115-125.
Elliot, A. J., Aldhobaiban, N., Kobeisy, A., Murayama, K., Goclowska, M. A., Lichtenfeld, S., & Khyat, A. (2016). Linking social interdependence preferences to achievement goal adoption. Learning and Individual Differences, 50, 291-295.
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.
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.
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.
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.,Galajinsky, E. V., Gottschling, J., Guay, F., Lemelin, J-P., Logan, J. A. R., Yamagata, S., Shikishima, C., Spinath, B., Thompson, L. A., Tikhomirova, T. N., Tosto, M. G., Tremblay, R., & Vitaro, F. (2015). Why children differ in motivation to learn: Insights from over 13,000 twins from 6 countries. Personality and Individual Differences, 80, 51-63.
Kou Murayama
Hector Research Institute of Education Sciences and Psychology
University of Tübingen
Tübingen, Germany
ed.negnibeut-inu@amayarum.k