Neural correlates of cognitive dissonance and choice-induced preference change.

Izuma, K., Matsumoto, M., Murayama, K., Samejima, K., Sadato, N., & Matsumoto, K. (2010). Neural correlates of cognitive dissonance and choice-induced preference change. Proceedings of the National Academy of Sciences of the United States of America, 107(51), 22014-22019.

 

A cross-cultural examination of the psychometric properties of the achievement goal questionnaire.

Murayama, K., Zhou, M., & Nesbit, J. C. (2009). A cross-cultural examination of the psychometric properties of the achievement goal questionnaire. Educational and Psychological Measurement, 69(2), 266-286.

The joint influence of personal achievement goals and classroom goal structures on achievement-relevant outcomes.

Murayama, K., & Elliot, A. J. (2009). The joint influence of personal achievement goals and classroom goal structures on achievement-relevant outcomes. Journal of Educational Psychology, 101(2), 432-447.

Development of COMPASS: Componential assessment for basic competence and study skills in mathematics.

Ichikawa, S., Haebara, T., Sugisawa, T., Seo, M., Kiyokawa, S., Inuzuka, M., Murayama, K., Uesaka, Y., Kobayashi, H., & Shinogaya, K. (2009). Development of COMPASS: Componential assessment for basic competence and study skills in mathematics. Cognitive Studies, 16(3), 333-347.

On the measurement of achievement goals: Critique, illustration, and application.

Elliot, A. J., & Murayama, K. (2008). On the measurement of achievement goals: Critique, illustration, and application. Journal of Educational Psychology, 100(3), 613-628.

Quantitative and qualitative analyses of achievement in integrated study: Specific nature of task demands in integrated learning.

Takahashi, A., & Murayama, K. (2006). Quantitative and qualitative analyses of achievement in integrated study: Specific nature of task demands in integrated learning. Japanese Journal of Educational Psychology, 54(3), 371-383.

Test format scheme and the relation between objective tests and learning strategies.

Murayama, K. (2006). Test format scheme and the relation between objective tests and learning strategies. Japanese Journal of Educational Psychology, 54(1), 63-74.

Adaptation to the test: A review of problems and perspectives.

Murayama, K. (2006). Adaptation to the test: A review of problems and perspectives. Japanese Journal of Educational Psychology, 54(2), 265-279.

Advances in the dual process models of recognition memory: Methodological problems and a proposal of “multilevel framework”.

Murayama, K. (2006). Advances in the dual process models of recognition memory: Methodological problems and a proposal of “multilevel framework”. Japanese Psychological Review, 49(6), 569-591.

Does the avoidance of help seeking have deleterious effects on achievement?

Murayama, K. (2005). Does the avoidance of help seeking have deleterious effects on achievement? Developmental Studies in Social Motivation, 53(2), 273-286.