Money enhances memory consolidation – But only for boring material.

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Murayama, K., & Kuhbandner, C. (2011). Money enhances memory consolidation – but only for boring material. Cognition, 119, 120-124.

Achievement motivation and memory: Achievement goals differentially influence immediate and delayed remember-know recognition memory.

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Murayama, K., & Elliot, A. J. (2011). Achievement motivation and memory: Achievement goals differentially influence immediate and delayed remember-know recognition memory. Personality and Social Psychology Bulletin, 37(10), 1339-1348.

Longitudinal analysis of self-regulation and well-being: Avoidance personal goals, avoidance coping, stress generation, and subjective well-being.

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Elliot, A. J., Thrash, A. M., & Murayama, K. (2011). Longitudinal analysis of self-regulation and well-being: Avoidance personal goals, avoidance coping, stress generation, and subjective well-being. Journal of Personality, 79(3), 643-674.

A 3 x 2 achievement goal model.

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Elliot, A. J., Murayama, K., & Pekrun, R. (2011). A 3 x 2 achievement goal model. Journal of Educational Psychology, 103(3), 632-648.

Neural basis of the undermining effect of extrinsic reward on intrinsic motivation.

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Murayama, K., Matsumoto, M., Izuma, K., & Matsumoto, K. (2010). Neural basis of the undermining effect of extrinsic reward on intrinsic motivation. Proceedings of the National Academy of Sciences of the United States of America, 107(49), 20911-20916.

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

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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.

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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.

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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.

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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.

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